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Studies in reading 

TEACHERS' MANUAL 



BY 



J. W. SEARSON 



Professor of English, Kansas State Agricultural College, 
Manhattan 



GEORGE E. MARTIN 

President State Normal School, 
Kearney, Nebraska 

LUCY WILLIAMS TINLEY 

Author of "Teaching Beginners to Read," 
Council Bluffs, Iowa 




ISturoltt— (&ty\tu$a— lallaa 

THE UNIVERSITY PUBLISHING COMPANY 
1919 



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Copyright, 19 19 
THE UNIVERSITY PUBLISHING COMPANY 

All Rights Reserved 



NOV -3 1319 



©CI.A5355B2 



PREFACE 

Reading with appreciation is a fine art. This Manual 
is intended to accompany Studies in Reading, Primer 
and First Grade to Eighth Grade Readers. It is 
designed to offer a working program for teaching begin- 
ners to read, based on the Primer and Graded Studies, 
and to provide definite helps and suggestions covering 
the entire reading field in the grades. 

Part I includes a discussion of the reading field, the 
lesson plan, teaching beginners to read, and offers a 
series of definite grade-by-grade helps. Typical studies 
are worked out for each grade, and clever hints and 
suggestions for enlivening the work on a sound basis 
are given at every turn. 

Part II directly supplements and illuminates Part I. 
It deals clearly and definitely with such essentials as 
word and sentence recognition, vocabulary building and 
phonics, supplementary helps and seat work, securing 
good expression, silent reading and how to study, the 
use of the dictionary and reference books, supplementary 
reading, and the life values of oral and silent reading. 

While the teacher may find in Part I a definite guide 
for her work, she should read carefully, and continually 
refer to, Part II as a ready help in broadening and 
extending her definite program on an educational basis. 

The authors desire to acknowledge their deep indebt- 
edness to the many thousands of classroom teachers who 

iii 



iv PREFACE 

freely supplied suggestions direct from successful experi- 
ences. Special thanks are due to Superintendent A. H. 
Waterhouse, Fremont, Nebraska; Superintendent W. 
R. Siders, Pocatello, Idaho; Superintendent J. H. 
Beveridge, Omaha; Alberta Walker, Specialist in Read- 
ing, Wilson Normal School, Washington, D. C; Achsah 
May Harris, Professor of Primary Education, State 
Normal School, Emporia, Kansas; Rose Bland, Princi- 
pal Teachers' Training School, Youngstown, Ohio; 
Clara Wilson, Director of Kindergarten Training, Pub- 
lic Schools, Lincoln, Nebraska; Merna McLellan, Di- 
rector of Art Instruction, State Normal School, Peru, 
Nebraska, for helpful suggestions, constructive criti- 
cisms, and valuable contributions in the preparation 
of the volume. 

J. W. Searson. 

George E. Martin. 

Lucy Williams Tinley. 



CONTENTS 



Preface 



111 



PART I 

I. The Reading Field 3 

II. The Lesson Plan 7 

III. Teaching Beginners to Read . . 13 

The Aims of First Grade Reading 13 
Work Preceding the Use of the 

Primer 19 

Beginning to Read From the Primer 42 

The Period of Difficulty ... 57 

The Use of Charming Stories 80 

Reading Supplementary Primers 130 

IV. The Flrst Grade Reader .... 133 
V. Second Grade Reading 144 

VI. Third Grade Reading 152 

VII. Fourth Grade Reading .... 167 

VIII. Fifth Grade Reading 176 

IX. Sixth Grade Reading 182 

X. Seventh Grade Reading .... 189 

XL Eighth Grade Reading 195 



PART II 

XII. Word and Sentence Recognition 203 

XIII. Supplementary Helps and Devices . 217 

XIV. Building the Vocabulary .... 222 



vi CONTENTS 



XV. Phonics . 231 

General Plan of Phonics . . . 232 

Studies and Games in Ear Training 233 

Teaching the Letter Sounds . . 237 

Word Building 243 

Phonic Outline . . . . . . 250 

Phonics for Use with First 

Grade Reader 253 

Phonics to Accompany Second 

Grade Reader 258 

Advanced Phonics 265 

XVI. Seat Work 270 

XVII. Securing Good Expression . . . 284 

XVIII. Reading Skill Used in Other Subjects 292 
XIX. The Use of the Dictionary and Other 

Reference Books 298 

XX. Supplementary Reading .... 305 
XXI. Practical Uses of Oral and Silent 

Reading 313 



PART I 



CHAPTER I 
THE READING FIELD 

Reading with appreciation is a fine art. To teach 
reading with fine appreciation, the teacher should know 
something of the entire reading field. Broadly speaking, 
the reading field is divided into three grand divisions, 
according to the type of activity required in each. 
These divisions are not entirely distinct from each other 
and they cannot, like quilt patches, be fitted together 
to make the whole. Instead, the kinds, or divisions, 
are inseparably mingled in varying proportions, and are 
separated only for purposes of illustration in order to 
get a clearer understanding of their nature and relation- 
ships. 

Three Divisions of the Reading Field. The three 
divisions of the reading field may best be understood by 
knowing the kind of reading activity required in each. 
First, the child must learn to read. In this field, he 
must "get the thought, hold the thought, and express 
the thought." This is the field of formal reading. 
Here the child is led to discover that words are the signs, 
first of things, then of ideas. Through training in the 
recognition of words, phrases, and sentences, he forms 
the habit of getting the thought from the printed page. 
Then he must be led naturally to express the thought. 
In short, this is the field in which the learner must 
master the mechanics of reading, including all available 



STUDIES IN READING 



helps in word recognition, pronunciation, and action and 
expression. The mechanical side of reading is taught 
as a means of thought getting, through appeals to the 
fundamental interests of childhood. These interests are 
naturally awakened by means of songs, rhymes and 
jingles, action games, dialogs, stories, mystery exercises, 
and pictures. When the child has acquired skill in this 
field, his first desire is to put that skill to good account. 



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2 


3 


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5 


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Chart showing the Three-Fold Activity in the Reading Field 
During Grades 1-12. 

The reader then naturally enters the second field of 
activity, where he reads to learn. In this field he reads 
in order to "get the thought, hold the thought, and use 
the thought." Here much of his reading is silent. He 
reads his arithmetic primer, the home geography, the 
elementary language book, or the other texts, not to 
express the thought but to get it so that he can turn it 
to good use. It is as important to teach a child how 
to read well with this changed motive as it is to teach 
him the first steps in reading. However glibly a pupil 



THE READING FIELD 



may read from the reading text, he is not a good reader 
unless he reads intelligently from the arithmetic, the 
geography, the language book, or from other textbooks. 
The reason why children stumble in the number primer 
or in the beginning geography is not because they have 
not learned to read. It is because they are entering 
upon a new field in which they should be given the most 
painstaking drills in how to study. How to study is as 
important as learning to read. Both are vital parts of 
the reading field. 

As soon as the child learns to get the thought and to 
use the thought, he begins, more or less unconsciously, 
to relate that thought to his own life and to life about 
him. His reading activity enters the third field, that 
of literary interpretation. In this field, the learner reads 
to "get the thought, hold the thought, and interpret 
the thought " in terms of life. This process permeates 
and leavens the whole reading field. It is the life-giving 
element which spurs the child, through reading, to get 
his share of his inheritance of race knowledge. 

The chart of the reading field is based upon 100 of the 
best supervised courses of study in reading in the 
country. It shows the relative emphasis given each 
kind of reading effort in each of the grades in the elemen- 
tary school and high school. For example, the chart 
shows clearly that the fifth grade teacher should put 
the greatest emphasis on teaching pupils how to study, 
while developing further skill in word mastery, phonetics, 
and the use of the dictionary, and while keeping all the 
work closely related to life. Teachers of the first and 
second grades should stress " learning to read." Teach- 



STUDIES IN READING 



ers of the seventh and eighth grades should stress 
primarily "reading to learn," not neglecting to have the 
pupils become independent in using the dictionary, 
encyclopedia, and other books of reference, nor failing 
to stimulate in them right tastes and choices and right 
estimates of what is read and studied. A careful study 
of the chart will give the teacher many other significant 
hints and helps in the important work of teaching read- 
ing on a broad, useful plane. 



CHAPTER II 
THE LESSON PLAN 

The selections in Studies in Reading are carefully 
prepared on a universal lesson plan. Each lesson in- 
volves the four fundamental steps used by the most 
successful teachers to cultivate in the learners an appre- 
ciation of the truth revealed in any subject. 

The Introduction. The introduction to the selection 
gives a natural setting and creates the right atmosphere 
for study. It naturally whets the child's mental 
appetite and makes him eager to read the story. 

The Selection. The selection is one that, at the 
learner's first trial, challenges him to search for hidden 
treasures. The widest possible variety of child litera- 
ture of fundamental appeal to children's interests is 
offered. 

Questions and Notes. The question exercises offer 
the learner a definite program of work which, if followed, 
will face him directly into the inspiring truth of the 
selection. The pupil is not told. He is led to discover. 
Herein lies the teacher's greatest opportunity to teach 
the pupil how to study. Definite assignments regularly 
prepared by the eager pupil increase his appreciation of 
the truth discovered. 

Additional Readings. The additional readings sug- 
gested enable the teacher to direct the wider reading of 
the child, and invite the child into rich fields where he 

7 



8 



STUDIES IN READING 



may discover larger meanings of literature and life. 
Thus the general truth, for which he first searches 
eagerly but vaguely, becomes clear and vital as, through 
his own efforts, he makes it his own in its larger setting. 



THE UNIVERSAL STUDY PLAN— GROWTH IN 
APPRECIATION 

A. Creation of the proper atmosphere, or setting. 

B. Growth through the pupil's eager trial of the selection. 

C. Growth through a well-directed program of work. 

D. Broadened appreciation through supplementary reading. 

E. Growing appreciation throughout life. 




THE "TAKE-SO-MANY-PAGES," OR "HIT-AND-MISS' 
PROCEDURE 

A. Exaggerated representation of interest awakened by a 

perfunctory assignment. 

B. Restricted appreciation due to uninspired effort. 

C. Diminishing appreciation throughout life. 



Diagrams Showing a Comparison of Amounts of Growth in Ap- 
preciation in Reading Due to Right and Wrong Methods 
• of Teaching. 



THE LESSON PLAN 



Variations of the General Plan. This universal lesson 
plan admits of wide variations and most interesting 
adaptations. Studies in Reading is naturally based on 
the story plan. Beginning in the Primer with the 
simplest literary forms, such as songs and jingles, the 
series comprises every type of standard child literature 
arranged and graded to challenge the child's increasing 
enthusiasm and appreciation throughout the grades. 
It is not intended that the teacher shall follow the plan 
of the Studies slavishly. She must use her own judg- 
ment and draw upon her own resources to improve the 
plan or to increase the interest by varying the plan 
whenever possible. 

Primer Study Plan. The Primer is made on the story 
plan, the unit of reading being the sentence group. 
From the sentence group the children are led to recog- 
nize sentences, phrases, and words. The first forms of 
literature offered to the child at his mother's knee are its 
simplest forms, song and rhyme. Later he meets the 
story, a form which calls for definite thought sequence. 
The Primer uses this same plan as being in harmony 
with the child's normal development. The first units 
are the simplest, song and rhyme. Later when the child 
has developed some facility in reading, stories are intro- 
duced. 

The introductions, questions, notes, and additional 
references do not appear in the Primer because the 
reading vocabulary of the first half-year is too limited 
to use them effectively. While she is using the Primer, 
the study plan is wholly in the hands of the teacher. 
However, artistically drawn and colored illustrations 



io STUDIES IN READING 

give charming settings to each lesson. A word of clever 
explanation, or the teacher's attitude, look, or gesture, 
or the lively experiences of the pupils, may serve further 
to create the right atmosphere. Tactful thought ques- 
tions on the part of the teacher will serve to guide the 
children's thinking. Similar stories should be told by 
the teacher, or should be read and told by the children. 
After a selection has been enjoyed by the class, for 
example, the time is ripe for the teacher to say, "I know 
another story something like this. Would you like to 
hear it?" Or she may ask, "Have you a story like this 
in your books at home? Perhaps you would like to 
read or tell it so that all may enjoy it." Thus in the 
Primer work, the tactful teacher naturally completes the 
unit study on the same consistent plan that is followed 
throughout the series. 

Enrichment of the Plan. Some studies require one 
type of setting, others another type. Consequently, 
there should be as many different kinds of introductory 
exercises as there are different kinds of selections to 
study. In the lower grades, telling the story and then 
having the children act it forms an excellent setting. 
The bringing in of related drawings, maps, pictures, 
relics, nature specimens, or other interesting objects, is 
good. The lively telling of related experiences, the 
raising of puzzling questions answered in the story, 
historical settings, an interesting deseription of a 
strange situation, the hint of sly tricks and how they 
were played, promise of interesting discoveries, sugges- 
tions of strange antics of playthings, or of first things, 
or of new ways of doing things — all have real charm in 



THE LESSON PLAN n 

sending eager little discoverers open-minded into fields 
of delight. 

The program of definite work may likewise be varied 
greatly. The questions should not necessarily be fol- 
lowed exactly. The teacher should add other questions, 
omit some, re-shape others, or provide new ones as 
occasion demands. The questions here given have been 
introduced only after many thousands of careful teachers 
have proved them in practice. Sometimes it may be 
well to substitute for the questions directions for drama- 
tizing, preparations for interpretating through action, 
topics for study, outlines for analysis, applications in 
experience, interpretations by comparison or analogy, 
individual assignments and reports, group assignments 
and reports, or voluntary original interpretations. The 
notes, articulation drills, pronunciation drills, expression 
drills, and other supplementary exercises should be 
constantly used as helps in facing the learner towards 
the truth of the selection. 

The use of "Other Selections" and of "Additional 
Readings " should be similarly varied. The teacher may 
tell other stories or read other selections to the children. 
Better, the children may hear and tell, or read to the 
class, other poems or stories which carry truth similar 
to that of the selection read. Pictures to illustrate 
different parts of the story and songs to interpret its 
message may be used. If the selection is a history 
story, the field of history may be drawn upon for addi- 
tional material. If a nature story is studied, objects in 
a related field of nature may give rare and interesting 
testimony. Stories of what pupils have seen others do 



12 STUDIES IN READING 

or of how persons have acted under circumstances 
similar to those in the story, afford supplementary 
matter rich in human interest. School library books, 
home libraries, newspapers, magazines, and interesting 
local story-tellers may yield rich treasures. 

Natural Incentives to Study Other Branches. By 
means of this definite plan, which admits of such enrich- 
ment and charm, the pupil should be led to read and to 
study definitely all other branches. Good reading, with 
natural methods of study, results in better arithmetic, 
better geography, better history, and better language. 
The child who reads and studies well will voluntarily 
cover a wider range in his reading and study, and will 
easily come to choose the best and discard " trash" 
and untruth of whatever character. From Primer to 
Eighth Grade reader, Studies in Reading has followed 
the universal lesson plan in order that reading with true 
appreciation may become an accomplished fact. 



CHAPTER III 
TEACHING BEGINNERS TO READ 

If the work is to be fruitful, each teacher must know 
the goal toward which she is working. She must know 
the general and specific aims of the grade in which 
she is teaching and the particular methods through which 
those aims may be accomplished. The following outline 
gives the aims for the first grade: 

THE AIMS OF FIRST GRADE READING 

Thought Getting 

1. Appreciation of the lesson content. 

a. The habit of connecting reading with life. 

b. The habit of connecting reading with lit- 

erature. 

c. The library habit. 

d. The study habit. 

2. Skill in silent reading. 

a. Ability to grasp the thought 

Sentence sense. 
Paragraph sense. 

b. Speed. 

Rapid recognition of words. 
Phrasing. 
Phonic sense. 
*3 



i4 STUDIES IN READING 

Thought Giving 

3. Dramatic sense. 

a. Ability to imitate. 

b. Ability to interpret. 

4. Skill in expression. 

a. Enunciation. 

b. Fluency. 

Sentence sense. 
Phrasing. 

c. Knowledge of phonics. 

All reading may be classified under the two general 
heads: Thought getting and thought giving. 
Under these are the four great aims: 

Appreciation of the lesson content. 
Skill in silent reading. 
The dramatic sense. 
Skill in expression. 

These four aims may also be called general since they 
apply to all grades. Though given equal places in this 
classification, they are far from equal in importance. 
Ability to read well orally is a most delightful accom- 
plishment, but ability to read well silently is a necessity 
to every educated individual. It will be seen, therefore, 
that even in the first grade, points 1 and 2 are much more 
important than are points 3 and 4. 

The first grade differs from others in that it is the 
initial habit-forming period. Here the child acquires 
either habits which later teachers will be pleased to 
continue, or those which they must spend hours in 
trying to correct. 



TEACHING BEGINNERS TO READ 15 

The habit of connecting reading with life. The 
valuable thing in literature is the manner in which it 
touches the lives of those who read and appreciate it. 
It thus becomes an inspiration and a moral power. 
From the first children may be led to interpret the 
things which they read, through their own personal 
experiences. The teacher who, through the nature 
lesson, aids the child in recalling his own hours in the 
great out-of-doors, or who, through a lesson on school life, 
draws out the child's sense of right and wrong, is doing 
far more than hear a first grade recitation. She has 
turned the first page in the great life lesson which the 
child will learn when he meets "Adam Bede," or "Thana- 
topsis," or "The Scarlet Letter." 

The habit of connecting reading with literature. 
When a selection has been thoroughly enjoyed, the first 
thought is, "I wish there were more of it." This is the 
teacher's opportunity to provide other selections by 
the same author or similar selections by other authors. 
This plan may be followed from the time when the first 
Mother Goose rhymes are introduced. 

The Library Habit. This habit is but a step from the 
one just mentioned, for it is easy to guide the child eager 
for things to read to the place where he may be satisfied. 

The Study Habit. The habit of study is one of the 
most important habits that a child can form. It comes 
not through coaxing, bribing, or other false incentives, 
but by placing in the work itself that quality which will 
attract the child and compel his concentration. 

Skill in Silent Reading. In the past very little silent 
reading has been expected of first grade children. This 



16 STUDIES IN READING 

is because the objective of the lesson has been for the 
child to show how well he could pronounce the words on 
the printed page. When the aim is as it should be, the 
enjoyment of the thought in a selection, there is as much 
reason for the beginner to read silently as for the adult. 

The Sentence Sense. One of the greatest helps to 
the beginner is the ability to recognize the sentence as 
an expression of a complete thought. By " sentence 
sense" is meant the ability to recognize a sentence as a 
thought unit while being so engrossed with the ideas of 
the whole selection as to have been unconscious of having 
done so. A great help in forming this habit is the use 
of short sentences when the pause between sentences 
comes at the end of the line. Longer sentences may be 
introduced gradually. 

The Paragraph Sense. A common fault in reading 
is that of naming the words of the sentence without being 
able to grasp the thought. This usually comes because 
the objective of the lesson has been the power to recog- 
nize and name the words of the lesson. A fault even 
more common is that of naming sentences without being 
able to grasp the thought of the paragraph. This comes 
because the aim has been the pronunciation of sen- 
tences — not getting the thought in the sentence group. 
The cure for this unfortunate fault is having a selection 
read silently until each child is able to read it all. It 
should then be discussed as a whole until the children 
are led to feel that the completed thought is in the 
whole sentence group. 

Rapidity in Reading. Careful tests have proved that, 
within reasonable limits, the rapid reader is the accurate, 



TEACHING BEGINNERS TO READ 17 

thinking reader, hence reasonable speed is a quality which 
should be cultivated from the first. 

Phrasing. It takes less time to sweep through groups 
of words at a glance than to name each word singly. 
If such expressions as "to a little girl," "on the bed," 
"after dinner," are listed and drilled upon like single 
words much is accomplished toward helping beginners 
in the matter of rapidity in reading. 

The Phonic Sense. By phonic sense is meant the 
ability to use phonics and yet keep them in the back- 
ground of the mind where they do not interfere with 
the thought. The first sound of an unknown word 
together with the word's meaning in the sentence is 
often enough to suggest the word to a child. When this 
is the case there is little interruption of the line of 
thought. 

Familiarity with the elements of which words are com- 
posed is one of the prime requisites of all reading, for 
without it there can be no real independence. 

The Dramatic Sense. By the dramatic sense is meant 
the ability to appreciate the emotional side of a selection 
and to put one's self in the place of the characters. 

Ability to Imitate. The ability to imitate comes 
largely from exercise and cultivation. Through the 
make-believe of game and dialog children may be given 
the opportunity to express to others what the lesson 
has meant to them. 

Skill in Expression. Natural and pleasing expression 
comes through the grasp of the thought, the apprecia- 
tion of the emotional situation, and the removal of self 
consciousness or other restraint. 



18 STUDIES IN READING 

Enunciation and Fluency. Clear enunciation comes 
principally through association and imitation; in a lesser 
degree through drill. Fluency comes through much 
silent reading and through familiarity with the text 
before any oral reading is attempted. Ability to look 
ahead, to run through sentences and phrases at a glance, 
is necessary to fluent reading. 

From time to time the first grade teacher should ask 
herself such questions as these: 

Am I neglecting the thought side of reading? the 
skill side? 

Do my children appreciate and enjoy what they read? 
Are they forming the four habits outlined here? 

Are they quick to grasp the thought of what they 
read? 

Do they read the sentence smoothly or is there a halt 
after each word? 

Are they eager to enjoy the thought in a selection 
or are they satisfied to stop with a single sen- 
tence? 

Are they applying their knowledge of phonics to the 
reading lesson without letting that operation interfere 
with thought getting? 

Have they a knowledge of phonics commensurate with 
the length of time they have been in school? 

Do they make use of this knowledge when they meet 
an unknown word? 

Do they get the spirit of play in the dramatized 
lesson? 

Are they able to put themselves in the place of the 
person whose part they are taking? 



TEACHING BEGINNERS TO READ 19 

WORK PRECEDING THE USE OF THE PRIMER 

The following preliminary lessons are designed to 
prepare the child to read the simple lessons in the 
Primer. They suggest a definite course which the in- 
experienced teacher may follow. As she becomes fa- 
miliar with the work she may prefer to substitute 
for some of these exercises other lessons of the same 
type. 

The suggestions for the daily programs are based on 
the plan of two twenty-minute periods for reading and 
two ten-minute periods for phonics each day. Under 
each lesson number, practical suggestions are made for 
the work of the day. Under the corresponding pro- 
gram number, the work, based on the lesson sugges- 
tions, is definitely outlined for both forenoon and after- 
noon of the day the lesson is given. 

LESSON 1 

Type Lesson. Children who have attended a kinder- 
garten will be familiar with the Good Morning song 
used in the first lesson. If it is not known to the class, 
it should be taught to them before any reading is under- 
taken. When the song is perfectly familiar, the teacher 
may write the song on the board, telling the children 
what it is. She may sing the first four lines, pointing 
along each line as she sings. This should be done with 
spirit and animation. She should then ask them to 
sing their part of the song to her. 

This little song dialog may be repeated several times. 
Then the teacher may ask for volunteers to point to 



20 



STUDIES IN READING 



the phrase that says, " Good morning," then to point to 
another "Good morning/' and another. The teacher 
may say, "Since you can read that so well I believe you 

GOOD MORNING 



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ill 



Good morn-ing to you, Good morn-ing to you, 



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f 



Good morn-ing, dear children, I'm glad to see you. 

would be able to understand if I were to tell you this 
with my chalk. " (Writes upon blackboard) : 

Good morning, boys. 
Good morning, girls. 

As she writes the line she reads it softly, yet so that 
it can be heard, then continues, "I can tell from your 
faces whether you can read it or not. Let's read it 
again," and she points slowly along the line watching 
the faces of the children. Most of them will catch the 
idea and upon request will be able to point to the word 
that says "girls" and the word that says "boys." Then 
the teacher may ask, "When I say this to you with my 
chalk, what do you say to me?" 

This should bring the response, "Good morning, 
Miss " 

"Of course, and when I say this to you with my 
chalk tomorrow morning I wonder how many will 



TEACHING BEGINNERS TO READ 21 

remember what to say to me. I'll try it right now and 
see how many I can catch." (Writes the two lines 
again and the children respond, "Good morning, Miss 

-) 

"What! I didn't catch any this time but I'll surely 
catch some tomorrow morning." 

Word Drill. After this the teacher may write the 
following upon the board for further drill: 



good morning 


boys 


girls 


boys 


good morning 


boys 


girls 


girls 


good morning 



Although the exact words of the teacher have been 
given, it is not expected that these directions will be 
followed word for word. Each teacher has her own 
individual way of dealing with her children and it is 
better to follow that than to imitate the way of another. 

Children are not to be kept on a rhyme till every word 
has been memorized. If, from this Good Morning song, 
the class learn the words, good and morning, and have a 
fair idea of the sentence, I'm glad to see you, that is 
enough. (See Word Recognition, page 222.) In order 
that she may have a clear idea of the work to be done 
here, the teacher should read Chapter XIV before 
taking up the work in phonics. 

Program 1 

Forenoon 
Reading : 

Good Morning song. 
Good morning, boys. 
Good morning, girls. 



22 STUDIES IN READING 

Word Drill: 
Good morning, 
boys, 
girls. 
Phonics: 
Phonic Game No. 1. (See Manual, page 233.) 

Afternoon 
Reading : 

Review. 
Word Drill: 

Review. 
Phonics : 

Phonic Game No. 1. (See Manual, page 233.) 

LESSON 2 

From the song on the board have the ch : ldren find 
the sentence, "I'm glad to see you." At this time it is 
not necessary to call attention to the individual words 
in the sentence. The teacher may take one of the chart 
strips in Series One (See page 217), holding the script 
side toward the child and say, "When I see some one 
who can read this strip I shall call for him to come and 
get it." There may be occasional mistakes but the 
teacher soon learns from the facial expressions which 
children have the right idea. One after another the 
strips are held before the class and the children are 
allowed to take them to their seats. Afterward each in 
turn reads his strip aloud and carries it back to the 
teacher. This game may be repeated several times. 



TEACHING BEGINNERS TO READ 23 

Children will be sure to turn the strip over to see what 
is printed on the other side and the teacher may remark 
quite casually, "That is just the same thing on the other 
side only it is in print, while this side is in script. You 
know that sometimes I write things in script this way, and 
sometimes I print them this way. We are going to use the 
script just now, but of course I do not mind if some of 
you who can read print look at that side sometimes." 

An occasional remark of this kind will soon lead the 
children to read print as readily as script. 

In the work with the chart strips the unit of reading 
is the sentence. Do not let the children pause unneces- 
sarily between words. From the first insist that each 
sentence be read silently before it is read aloud. 

For several mornings continue the morning greeting 
from the board. 

Program 2 
Forenoon 
Reading: 
Sing the song again. 
Find, I'm glad to see you. 
Use Chart Strips, Series 1 (page 217). 
Word Drill: 
For rapid recognition, drill with word cards using 

the three cards. 
Good morning, boys, girls. 
Phonics: 
Phonic Game No. 2. (See Manual, page 234.) 

. Afternoon 

Reading: 

Use Chart Strips, Series 1 . 



24 STUDIES IN READING 

Word Drill: 

Word Drill Device No. 1. (See Manual, page 204.) 
Phonics: 

Phonic Game No. 2. 

LESSON 3 

Calling a girl and boy before the class, the teacher 
may say, "I said good morning to all of the boys and 
girls. Now I am going to say it just to you. I shall 
write, 'Good morning, little girl.' What do you say to 
me?" 

The girl replies, "Good morning, Miss " 

"Fine, now I shall write, 'Good morning, Miss ' 

What do you say to me?" 

The boy replies, "Good morning, Miss.... " 

"Certainly. You read it so well that perhaps you 
can tell me what this strip says." (Shows one of the 
strips in Series 2.) 

When the boy and the girl have each read a strip 
they should be permitted to carry them to their seats. 
Other children may win strips in the same way. 
When all the children are supplied each is allowed to 
read his strip and return it to the teacher. 

Matching Words. The following sentences may be 
written on the board: 



Good morning, little girl. 
Good morning, little boy. 
I'm glad to see you. 



The children may be given the word cards with the 
words girl, boy, and little to match with the same words 



TEACHING BEGINNERS TO READ 25 

upon the board. The word little is now added to the 
permanent vocabulary. Frequent drills (See Devices 
for Word Drills, page 204) should make these words 
so familiar that they will be recognized wherever they 
are seen. The word clap is used because it adds 
interest to the early chart and board lessons. The 
same reason should justify the teacher in adding to the 
vocabulary of her class other interesting action words. 
Certain objects, such as a toy sheep or teddy-bear, may 
be brought in and labeled (See Labeling, pp. 204 — 205), 
and later put among the objects for children to find in 
an action lesson. Such words are learned without 
effort and add greatly to the zest of the game. It is 
well for the teacher to keep a list of these words and 
include them in frequent word drills. 

Program 3 
Forenoon 
Reading from blackboard : 
Good morning, little boy. 
I'm glad to see you. 
Good morning, little girl. 
I'm glad to see you. 

Good morning, Miss 

I'm glad to see you. 

Word Drill: 

Match words girl, boy, little. 
Phonics : 

Phonic Game No. 3. (See Manual, page 234.) 



26 STUDIES IN READING 

Afternoon 
Reading: 

Use Chart Strips, Series 2 (page 217). 
Word Drill: 

Good morning boys 

little boy girls 

little girl 
Phonics : 

Phonic Game No. 3. 

LESSON 4 

Name Cards. At this time the names of the children 
will be found most useful in blackboard lessons. Pre- 
pare a card about 4 x 10 inches for each child, with his 
name written on one side in large, clear script. Cords 
may be attached so that the children may wear their 
name cards hung about their necks. Write the names 
of the children upon the blackboard and allow a child 
to come forward and find his own name, matching it 
with his own card. When the game is over the cards 
may be hung where they will remain in sight of the 
class. 

At another time the teacher may write the names 
of the children upon the board, each child rising as 
he recognizes his name. 

Program 4 

Forenoon 

Reading: 

Lesson with name cards. 



TEACHING BEGINNERS TO READ 27 

Word Drill: 

Match name cards with names written on board. 
Phonics : 

Phonic Game No. 4 (page 234). 

Afternoon 
Reading: 

Game with chart strips, Series 1 and 2 (page 217). 
Word Drill: 

Match word cards with words on the board. 
Phonics: 

Phonic Game No. 4. 

LESSON 5 

The rhyme suggested for this supplementary reading 
lesson is, 

"jack be nimble, 
Jack be quick, 
Jack jump over 
The candlestick." 

This rhyme may be written upon the board or printed 
upon a chart and illustrated by a drawing or cutting. 
(For special directions in chart making, see Chapter 
XIII.) 

The rhyme should be read to the children, the teacher 
pointing along the lines as she reads. Individual child- 
ren should then be permitted to read it. 

The teacher should prepare strips of paper with 
the words Jack and jump written upon them for the 
children to match with the same words in the rhyme. 



STUDIES IN READING 



Program 5 
Forenoon 

Reading from the Chart or Board: 
Jack be nimble, 
Jack be quick, 
Jack jump over 
The candlestick. 
Word Drill: 

Jack jump 

Phonics: 

Phonic Game No. 5 (page 234). 

Afternoon 
Reading Review: 

Sing Good Morning song. 

Read Jack be Nimble. 
Word Drill: 

Review. 

Good morning Jack 

boys jump 

girls little girl 

little boy 
Phonics: 

Phonic Game No. 5. 

LESSON 6 

The Go to Sleep song should be perfectly familiar to 
the children as a song before it is given as a lesson. 
A doll which might be borrowed for the occasion would 



TEACHING BEGINNERS TO READ 29 

add greatly to the interest. If the children come in 
and find the doll sitting in plain sight wearing her 
label, " Dolly," they will master the new word without 
effort. If a little rocking chair can be had, the set- 
ting for the lullaby will be complete. 

Let the children gather around to see Dolly, to lift 
her, and to touch her pretty clothes. Listen to their 
eager comparison of this doll with the beloved doll at 
home. Then have them select one of their number to 
act the part of the little mother, while all sing the 
lullaby. In the Go to Sleep part all sing softly, folding 
the arms as if holding a doll, and rocking gently from 
side to side. The Wake Up part is sung in a sprightly 
manner, each child lifting his arms as if holding up a 
doll. 

After the song is familiar the board lesson may be 
conducted in the same manner as was done with the 
Good Morning song. The phrases, " Go to Sleep" and 
"Wake Up," are learned without reference to their 
individual words. The words Dolly and Mother may 
be added to the word list for special drill. 

Program 6 
Forenoon 
Reading: 

Teach, Go to Sleep song. 
Word Drill: 

Drill on word groups, Go to Sleep, Wake up. 
Phonics: 

Phonic Game No. 4 (page 234). 



3 o STUDIES IN READING 

Afternoon 
Reading: 

Review, Go to Sleep song. 
Word Drill: 

Review all words taught. 
Phonics: 

Phonic Game No. 5 (page 234). 

LESSON 7 

Go-to-Sleep Game. A brisk game may be had by 
playing "Go to Sleep." The teacher writes the sen- 
tences, "Go to sleep," and "Wake up" in several 
places on the board. W T hen she points to " Go to sleep," 
the children lay their heads upon their desks. When 
she points to "Wake up" they lift their heads and 
look up brightly. After this has been repeated a few 
times she may add the words boys and girls to the 
directions. 

Since and is a word which calls up no definite picture 
in the mind of the child, it is better at first to use it in 
connection with other words, as "boys and girls," 
"Mother and Dolly." (See Difficult Words, page 205. ) 

To use the chart strips in Series 3 the teacher may 
hold up the strips one at a time, giving directions for 
the class to perform. She may distribute the strips 
and allow each child to come forward in turn and hold 
up his strip, giving directions for the class to follow. 
The teacher may then ask, "What did your strip tell 
them to do? " and in reply the child may read his strip 
aloud. 



TEACHING BEGINNERS TO READ 31 

Program 7 
Forenoon 

Blackboard Reading: 

Go to sleep, boys. Wake up, girls. 

Go to sleep, girls. Go to sleep, girls and boys. 

Wake up, boys. Wake up, girls and boys. 
Word Drill: 

Good morning I'm glad to see you 

little boy Go to sleep 

little girl Wake up 

jump Mother 

Jack Dolly 
Phonics : 

Phonic Game No. 6 (page 234). 

Afternoon 
Reading : 

Use chart strips, Series 3 (page 217). 
Word Drill: 

girls and boys 

boys and girls 

Mother and Dolly 
Phonics: 

Phonic Game No. 6. 

LESSON 8 

Action Lesson. For an action lesson use strips a and 
b in Series 4. The teacher may say, "These strips will 
tell you what you may do. This one says, "Clap, 
clap, clap." When I hold it up you may clap three 



3 2 STUDIES IN READING 

times. Be careful, for if anyone claps at the wrong 
time he is caught." 

After trying this a few times the teacher may show 
strip b, Series 4. To follow its directions, the children 
may skip lightly about the room. The strips may then 
be distributed and each child in turn allowed to perform 
the action suggested on his strip. Later the teacher may 
write upon the board directions for certain children, as, 

Run, Ruth. 
Clap, Mary, clap. 
Go to sleep, Helen. 

Program 8 

Forenoon 
Reading : 

Use chart strips a and b, Series 4 (page 217). 
Word Drill: 

girl Dolly clap little 

boy Mother run jump 

Phonics : 

Phonic Game No. 7 (page 234). 

Afternoon 
Reading: 

Run, run, run. 
Clap, clap, clap. 
Run, Ruth. 
Jump, jump, jump. 
Run and clap, Mary. 



TEACHING BEGINNERS TO READ 

Word Drill: 

Review. 
Phonics: 

Phonic Game No. 7. 



LESSON 9 

The song, "This is the Way," should be taught to the 
children if they do not already know it. This is really 
a game and may include a great variety of other actions 
such as, 

Clap our hands. 

Saw our wood. 

Beat our drums. 

Rake our yards. 

Sweep our floors. ; 

Wash our clothes. 

Spin our tops. 

The children should act each stanza as they sing it. 
After it is familiar, the board lesson should be presented 
in the same manner that other songs have been given, 
using one stanza to a lesson. Use the phrases this is 
the way and go to school for practice sentences on the 
board. 

Word and Phrase Card Drills. The reading should 
be supplemented by drills using the word and phrase 
cards. These should be flashed before the class for 
rapid recognition. Sometimes the words may be named 
by the whole class and sometimes by individual children. 
These drills should be brisk and should last but a few 
minutes. The first five devices suggested for the use 



34 STUDIES IN READING 

of the chart strips (page 219) are equally good for the 
word and phrase cards. Word drills should be given 
from the blackboard as well. 

Program 9 
Forenoon 
Reading: 
Sing from the board the first stanza of This is 

the Way. 
Let children act it by marching as they sing. 
Word Drill: 

Compare Go to sleep with Go to school. 
Drill on go, sleep, run, clap, jump. 
Phonics: 

Phonic Game No. 8 (page 235). 

Afternoon 
Blackboard Reading: 

This is the way we go to school. 

This is the way we go to sleep. 

This is the way we wake up. 

This is the way we run. 

This is the way we jump. 
Word Drill: 

Use phrase cards. 
Phonics: 

Phonic Game No. 8. 

LESSON 10 

Teach from the board the second stanza of This is 
the Way. Sing and act both stanzas. 



TEACHING BEGINNERS TO READ 35 

Seat Work Cards. Distribute the seat work cards. 
Write the name of each child on his envelope. Cut from 
the larger card only such words as the child has met in 
his reading lessons. 

Let the children match words and phrases placing each 
kind in a column of its own. Further exercises with 
seat work cards are shown on pages 272-273. 

Program 10 
Forenoon 
Reading: 

Sing from board the first and second stanzas of 
This is the Way. 
Word Drill: 

Use cards for drill. 
Phonics: 
Phonic Game No. 9 (page 235) , 

Afternoon 
Reading: 

Use chart strips, Series 3 and a, b, c, Series 4. 
Word Drill: 

We run. We go. 

We jump. We read. 

We clap. We sleep. 
Phonics; 

Phonic Game No. 9. 

LESSON 11 

Teach from the board the third stanza of This is 
the Way. Sing and act all three stanzas. 



36 STUDIES IN READING 



Bring a top into the schoolroom or draw a picture of 
one on the board and label it. 

Sentence Sense. The board work and chart strips 
should have helped to give the children the ability to 
use sentences as thought units. The child who has his 
sentence sense properly developed will not halt at an 
unknown word in the middle of a sentence, but will 
glance at the words which follow as well as the words 
which precede, often gaining the correct meaning 
through the relation of the unknown word to other 
words in the sentence. 

The phonic games thus far given should have helped 
the children to recognize that spoken words are made 
up of certain sound combinations. They may now 
be taught that each sound has its written symbol. 
Before attempting to do this the teacher should 
read carefully the directions for teaching the letter 
sounds (See Manual, page 237). 

Program 11 
Forenoon 
Reading: 

Sing from board first, second, and third stanzas of 
This is the Way. 
Word Drill: 

Go to school. Go to sleep. 
Read a book. Wake up. 
Sing a song. Jump, clap, run. 
Phonics: 

Teach sound of m. 



TEACHING BEGINNERS TO READ 37 

Afternoon 
Reading : 

Use chart strips, Series 3 and 4 (page 217). 
Word Drill: 

Review all words, using the devices for word drills. 
Phonics: 

Write upon the board many words beginning 
with the m sound. 



LESSON 12 
Teach from the blackboard or chart the rhyme, 

Peek-a-boo, 
I see you. 

Study the children to observe which ones have defects 
of speech. Correct the defects in the manner suggested 
on pages 235-236. 

Program 12 
- Forenoon 



Reading: 




Peek-a-boo, 




I see you. 




Word Drill Review: 


good morning 


I'm glad to see you 


little boy 


wake up 


little girl 


Go to sleep 


jump 


Go to school 


Jack 


This is the way 


Mother 


I see you 


Dolly 


top 



38 STUDIES IN READING 

Phonics: 
Review m. 
Phonic Game No. 10 (page 235). 

Afternoon 
Reading Review: 

Good Morning song. Jack be Nimble. 

Go to Sleep song. Peek-a-boo. 

Word Drill: 

I see you. I see a little girl. 

I see Dolly. I see a little boy. 

I see a top. 
Phonics: 

Enunciation drills. 



LESSON 13 

This is an action lesson with "Come to me" as the 
new sentence. The teacher should write on the board, 
" Come to me, Mary," and tell the children what it says. 
After Mary has come forward and taken her seat 
the teacher should write the same command, using in 
turn the names of other children. This may be followed 
by other commands such as the following, rilling the 
blanks with names of children: 

Run to me, 

Go to a little girl, 

Run to a little boy, 

Jump, 

Clap, 

Read a book, 



TEACHING BEGINNERS TO READ 39 

Bring a fan into the schoolroom or draw a picture of 
one on the board and label it (Manual, pages 204, 205). 

Teach the sound of t in the same way that the 
sound of m was taught. 

Program 13 

Forenoon 

Reading: 

Write on the board using names of individual chil- 
dren. Come to me,.... 

Write other commands using children's names. 

Word Drill: 

come jump clap sing 

go read run 

Phonics : 
Teach the sound of t. 

Afternoon 
Reading: 

Use chart strips, Series 5 (page 218). 
Word Drill. 

Drill with word cards. 
Phonics: 

Review m and t. 

LESSON 14 

Teach from the blackboard or chart the following 
rhyme: 

Pease porridge hot, 
Pease porridge cold, 
Pease porridge in the pot 
Nine days old. 



4 o STUDIES IN READING 

Some like it hot, 
Some like it cold, 
Some like it in the pot 
Nine days old. 

I like it hot, 
I like it cold, 
I like it in the pot 
Nine days old. 

The children should memorize the rhyme. Let them 
sit opposite each other in pairs and play the game. 
Then let certain children read the rhyme from the board. 
Let individual children come forward and point to 
certain words as hot, cold, like, some. The children 
will learn most of the words of this rhyme, but every 
child should learn I and like. 



Program 14 
Forenoon 

Reading from chart: 

Read and play all three stanzas of 
Pease Porridge Hot. 

Teach like and some. 
Word Drill: 

I like it hot. 

You like it hot. 

We like it hot. 

Phonics: 

Review m and t. 



TEACHING BEGINNERS TO READ 



4i 



Afternoon 
Reading: 

Review Pease Porridge Hot. 

Word Drill: 

Review words from cards. 
Phonics: 

Play Phonic Game No. 10 (page 235). 

LESSON 15 

Ask the question, "What -do you like to do?" and 
write on the board the answers the children give. Let 
most of the answers be in words which the children 
have had, but if there are a few new ones they will 
add to the interest. 

Draw the picture of a pig on the board and label it. 

Program 15 

Forenoon 
Reading: 

I like to play. I like to read. 

I like to go to school. I like to run. 

I like to sing. I like to jump. 

Word Drill: 

Use drill cards. 
Phonics: 

Teach the sound of f . 

Afternoon 
Reading. 

Use chart strips, Series 6 (page 218). 



42 STUDIES IN READING 



Word Drill: 




to mother 


to Jack 


to Dolly 


to a little girl 


to me 


to a little boy 


Phonics: 




Review m, t, 


and f . 




LESSON 16 



BEGINNING TO READ FROM THE PRIMER 

Up to this time the reading has been from the black- 
board or chart strips. The children are now ready to 
take up the Primer. In much of this work the sen- 
tence has been the unit of reading. In the book the 
unit of reading should be the sentence group. Each 
child should be encouraged to read the entire selection. 

The greatest reading incentive which can be given a 
child is a book of charming pictures and. attractive 
rhymes and stories. In order that the children may have 
the help and encouragement of this incentive, the use 
of the Primer is recommended at a very early stage in 
the process of learning to read. The teacher should 
make a real occasion of beginning the use of the books. 
She may tell the children that there is a little surprise in 
store for them. She may have the books ready for use. 
calling attention to the attractive cover design. What 
is it that interests the boy and girl? Are they looking 
at a picture or reading a story? 

The chubby fairy inside the cover will not fail to 
please, and in the frame on the opposite page each child 
should find his name. This is a book for whose care he 



TEACHING BEGINNERS TO READ 43 

is responsible. Show the children how to open a new 
book and how to turn the pages with careful, dry 
fingers. At the frontispiece let the class guess the 
names of children in the picture. Who owns the dog? 
The cat? The teddy-bear? Tell them that each will 
find stories of Dan, Ruth, and Jane in the new book 

Turn to the Good Morning song. What is in this 
picture? What are the children doing? Which is 
Ruth? Which is Dan? Is Jane there? Why not? 
Sing the song from the books. Have the children point 
to the name of the song. What is it? Find Good 
Morning. Find to you. Do not have the children read 
this selection orally at this time. 

Collect the Primers and put them away. If, for 
several days, the children have the books only through 
the reading period, they will show a greater appreciation 
of the privilege of having them. 

Program 16 

Forenoon 
Reading: 

Give out books. 

Take time to enjoy them. 
Word Drill: 

Review words, using the game device. 
Phonics: 

Teach the sound of p. 

Afternoon 
Reading: 

Review chart strips (pages 217, 218). 



44 STUDIES IN READING 

Word Drill: 

Drill from word cards. ^ 

Phonics: • 

Drill from phonic cards using letters m, t, f, and p. 

LESSON 17 

Take up the Primer lessons on pages 4 and 5. Give 
the children time to enjoy the pictures. Throughout 
the book the illustrations are a vital part of each lesson. 

What are the children saying? The lines below will 
tell us. Let the children read the first two lines silently 
to see what the little girl is saying. Let one read them 
aloud. Let all read the next two lines silently. Let one 
read them aloud. Let two children come forward and take 
the parts of the little boy and the little girl. Treat page 
5 in the same way. Supplementary board lessons and 
lessons from the chart strips should be continued daily. 

For the lesson teaching the word find, bring in several 
objects which children will enjoy finding in response to 
the written command. 

Draw a picture of the sun and label it. 

Program 17 

Forenoon 
Reading: 

Sing the Good Morning song from the books. 

Read the exercises on pages 4 and 5. 
Word Drill: 

Use phrase cards. 
Phonics: 

Drill from cards. 



TEACHING BEGINNERS TO READ 45 

Afternoon 
Reading: 

Find a book. Find a flower. 

Find a dolly. Find a ball. 

Word Drill: " 

find fan flower ball pig 

Phonics: 

Phonic Game No. 10 (page 235). 

LESSON 18 

Primer pages 6 and 7 are familiar to the children, so 
after enjoying the pictures and singing the song they 
may immediately turn to page 8. Each child in turn 
will enjoy acting the part of the little mother, reading 
the entire selection aloud. Whenever a child feels that 
he is acting a part, there will be no need to urge him to 
use correct expression, for that will come spontaneously. 
When the proper expression is not there, it is because 
he has failed to put himself in the place of the other 
person. Until the lesson is thoroughly familiar, the 
children should continue to read each sentence silently 
before it is read aloud. Experienced teachers read 
with expression because they have formed the habit 
of looking ahead and thus have the thought of the sen- 
tence before attempting to express it. Beginners cannot 
do this because word recognition is still to them a slow 
process. Rapid sight drills with the word and phrase 
cards and chart strips, train children to take in groups 
of words at a glance and hasten the time when they will 
not have to pause unnecessarily between sentences. 



4 6 STUDIES IN READING 

On page 9 the children will enjoy seeing the picture of 
the class playing Go to Sleep. They will be especially 
interested in the little rogue who is "peeking." Indi- 
vidual children may take the part of the teacher, reading 
in turn the four lines of the selection. 

Program 18 

Forenoon 
Reading: 

Sing exercises on pages 6 and 7. 

Read exercises on pages 8 and 9. 
Word Drill: 

Game Device. 
Phonics: 

Teach the sound of s. 

Afternoon 
Reading: 

Use chart strips, Series 7 (page 218). 
Word Drill: 

Use word and phrase cards. 
Phonics: 

Rapid sight drill from the board on m, t, f , p, and s. 

LESSON 19 

The following rhyme is used either for a blackboard 
or for a chart lesson : 

Run, run, run, 
Oh such fun! 
Hop, hop, hop, 
Never stop. 



TEACHING BEGINNERS TO READ 47 

Jump, jump, jump, 
To the pump. 
Fly, fly, fly, 
See me try. 

The teacher may read the rhyme aloud two or three 
times, pointing along the lines as she reads. The children 
will readily act the jingles as they read them. The repeti- 
tion and easy jingle make this very simple reading. Hop 
and fly are the new words to be learned from this selection. 

Label an apple or the picture of an apple. 

Program 19 

Forenoon 
Reading: 

Playing rhyme from board or chart. 
Word Drill: 

run jump hop fly 

Phonics: 

Teach the sound of b. 

Afternoon 
Reading: 

Run to me. Hop to a little girl. 

Hop to me. Fly to Jack. 

Jump to me. Run to Dolly. 

Fly to me. 
Word Drill: 

I see the girl. 

the boy the sun 

the book the pig 
Phonics: 

Drill with cards. 



48 STUDIES IN READING 

LESSON 20 

Preparatory Drills. In preparation for each lesson in 
the book the teacher should give board lessons, using 
the words that are to appear on the printed page. 
Then when the child turns to the lesson, instead of 
becoming discouraged by difficulties and stopping to 
work out words, he is prepared to read. It will not be 
necessary to teach every new word in this way, but 
enough new words should be taught to make the new 
lesson seem easy and attractive. 

Pages 10 to 16 of the Primer should be presented as 
a single lesson. Pages 10, 12, and 14 are to be sung. 
Pages 11, 13, and 15 are to be read. 

Teaching a, an, the. In preparation for this selec- 
tion, special board drill should have been given to teach 
the word the. A, an, and the should always be given 
in connection with some noun, as, a boy, an apple, the 
girl. If these troublesome little words are never drilled 
upon alone they will present no difficulties in the reading 
lesson. I like is part of the fundamental vocabulary 
and as such should have had special drill before the 
child meets it here. So early in the morning is a phrase 
that will be recognized by position in the three reading 
lessons in which it is used (pages 11, 13, and 15). It 
requires no particular attention as children will get it 
from the song. 

Have the children read the first sentence silently. 
Ask, " Can you read the first two lines? Can you read 
the next?" If any have difficulty the teacher should 
find what part it is that is giving trouble. Perhaps 



TEACHING BEGINNERS TO READ 49 

some child may not recognize the boys. The teacher 
may write the boys and the girls on the board. If the 
child still fails to recognize these words he should be 
told them. The teacher should call attention to the 
fact that the last two lines are a single sentence. After 
the selection has been read silently several times let indi- 
vidual children read it aloud. Pages 12 and 13, 14 and 15, 
should be taught in the same manner as pages 10 and 11. 
This completes the first phase of the primer. In 
these first lessons the word has been kept subordinate to 
the sentence, and the sentence subordinate to the 
sentence group. If a child is never permitted to read 
a sentence aloud till he has gained the thought by 
reading it silently, he will express the thought without 
halting between the words. If from the start he is encour- 
aged to read not one or two sentences but the whole 
selection, he will be trained in one great essential quality 
of reading skill— the carrying of the thought from one 
sentence to another in order to grasp the larger thought 
in the paragraph. 

Program 20 

Forenoon 
Reading: 

Something to do. Run to a little girl. 

Can you do it? Go to sleep. 

Read a book. ;m Wake up. 

Come to me. 
Word Drill: 

something, do, it, 

Phonics : 

Review the letter sounds studied. 



50 STUDIES IN READING 

Afternoon 
Reading: 

Sing the song on pages 10, 12, and 14. 

Read the exercises on pages 11, 13, and 15. 
Word Drill: 

Drill with cards. 
Phonics: 

Play Phonic Game No. 10 (page 235). 

LESSON 21 

Review lessons shouK be frequent. In the advanced 
lesson the children are bound to be more or less concerned 
with word forms, but in the familiar lesson they can 
enjoy the thought in the selection. Occasionally review 
all past lessons. Permit a child to come forward and 
read tc the class the selection which he likes best. 

Let the children make drawings of Humpty Dumpty 
on a Wall. 

Label a hat. 

Continue to watch for defects of speech and use 
enunciation drills. Write lists of mispronounced words 
upon the board and pronounce them with the children 
slowly and distinctly, even to the point of exaggeration, 
such as morning, sleep, little, sing, run. 

Program 21 

Forenoon 
Reading: 
Teach the Humpty Dumpty rhyme from the board. 
Review the chart lessons. 



TEACHING BEGINNERS TO READ 51 

Word Drill: 

Something to do. 

run clap go fly read 

jump sing come hop 

Phonics: 

Teach the sound of a. 

Afternoon 
Reading: 

Review the Primer, pages 1 to 16. 
Word Drill: 

Review, using game device. 
Phonics: 

Enunciation Drill 

LESSON 22 

Write in as many places as possible on the board : 

lam.... 

I am a little girl 

I am... 

I am a little boy. 
Use the names of children in the class. Let each child 
in turn find the couplet bearing his name and read it to 
the class. 

Program 22 

Forenoon 
Reading: 

Use the names of children. 

I am 

I am a little girl. 
I am a little boy. 
I am 



52 STUDIES IN READING 

Word Drill: 

I am little. I am good. 

Phonics: 

Teach the sound of h. 

Afternoon 
Reading: 

Game with chart strips, Series 7 (pages 218-220). 
Word Drill: 

Use word and phrase cards. 
Phonics: 

Review all sounds previously taught. 

LESSON 23 

Let the children enjoy the pictures on page 16 and 
have them spend a few minutes in discussing some of the 
things that a child can do. After the lesson has been 
read silently, let each child in turn read a group of two 
sentences; as, "I can go to school. Can you?" 

Volunteer Lesson. This is a good time for a volunteer 
lesson. Call upon one child and after he has read let 
another child who desires to do so, rise and read. Others 
may follow in the same manner. 

Label a rose or the picture of a rose. 

Program 23 

Forenoon 
Reading : 

Use chart strips, Series 8 (page 218). 



TEACHING BEGINNERS TO READ 53 

Word Drill: 

girls and boys 

balls and books 
Phonics : 

Use phonic cards. 

Afternoon 
Reading: 

Read the exercise on page 16 of the Primer. 
Word Drill: 

Use word cards. 
Phonics : 

Rapid review of sounds from board. 

LESSON 24 

Action Lesson. Page 17 presents an action lesson. 
Read the title and the sentence in italics to the children. 
Let them read the sentences silently one at a time and 
indicate by a look or nod whether they can do what is 
suggested by each one. Afterward let each child in turn 
obey the command of the sentence. 

Word Study. For board work the teacher may 
write the sentence, "What do you like to do?" and 
write answers as the children give them. Play should 
be one of the words given, and since this word is soon to 
be needed in the reading lessons, it may well be used a 
number of times. 

From this time on place the phonic card with the 
picture and new letter to be taught in sight of the class 
the day before it is needed. Say nothing about it, but 



54 STUDIES IN READING 

a knowing look or smile will awaken sufficient interest 
to cause the children to know it when the time comes. 

Program 24 

Forenoon 
Reading: 

What do you like to do? 
Word Drill: 

Play. 

What do you like? 

What can you do? 
Phonics: 

Teach the sound of r. 

Afternoon 
Reading: 

Read the exercise on page 17 of the Primer. 
Word Drill: 

Game device for drill. 
Phonics: 

Review all sounds previously taught. 



LESSON 25 

Read the title and the sentence in italics to the 
children. Compare the title with that on page 17. 
Page 18 is to be read silently. By passing up and down 
the aisles the teacher can see whether each child is 
getting the most from the lesson. Read the question 
at the bottom of the page to the children and let each 
read the reply to you. 



TEACHING BEGINNERS TO READ 55 

Program 25 
Forenoon 
Reading: 

Did you run? Did you jump? Did you play? 
I did. I did. I did. 

Word Drill: 

Use word and phrase cards. 
Phonics: 
Teach the sound of d. 

Afternoon 
Reading: 

Read and act the exercises on page 18. 
Word DriU: 

I am I do I see 

I can I like I did 

Phonics: 

Review all sounds previously taught. 

LESSON 26 

Mystery Lesson. The rhyme on page 19 should be 
memorized if it is not already known. It is the first of the 
riddle, or mystery, lessons. Talk to the children about 
riddles. Ask which child can give one for the others to 
guess. Encourage the children to learn some riddles at 
home to repeat at school. Repeat other f amiliar riddles, as,, 

" Grandmother Twitchett has but one eye, 
And a long tail which she lets fly. 
Every time she goes over a gap, 
She leaves a bit of her tail in a trap. " 
(Needle and thread) 



5 6 STUDIES IN READING 

" Black we are and much admired, 
Men seek for us till they are tired. " 
(Bits of Coal) 

"Little Nancy Etticoat 
In a white petticoat. 
And a red nose, 
The longer she stands, 
The shorter she grows." 
(A Candle) 

Children do not get the same training in word recog- 
nition in a selection which has previously been mem- 
orized, but they get many other things quite as essential. 
With the drudgery of word study eliminated they will 
read these verses over and over, finding in them their 
first joy in reading. The only fundamental word on 
this page is guess. It will be learned by position here, 
and by its use in drills, it will soon become a part of 
the vocabulary. 

Baby and with are the words to be learned in the 
blackboard reading lesson. Sister is also a new word 
and it may be treated here incidentally, for it is 
easily fixed in mind. 

Program 26 

Forenoon 

Reading: 

Do you see me? I play with Kitty, too. 

I am a baby. I can not read a book. 

I am Jack's little sister. I am too little. 
I play with Jack. 



TEACHING BEGINNERS TO READ 57 

Word Drill: 

I can play wifh Jack. I can play with Kitty.' 

I can play with a ball. I can play with baby. 

Phonics. 

Teach the sound of c. 

Afternoon 
Reading: 

Read the exercise on page 19. 
Word Drill: 

play with you 

baby with a ball 

with me 

with Kitty 

Phonics: 
Review all sounds previously taught. 

LESSON 27 

The Period of Difficulty 

Pages 20-42 cover the third phase of the Primer. At 
about this stage in the process of learning to read, that 
is, from about the fourth to the ninth week, classes 
are apt to meet what is generally recognized as the 
"period of difficulty ", in learning to read. Up to 
this time, the children have depended pretty largely 
on the teacher. Having little knowledge of the sound 
elements, which will later help them in pronouncing 
new words and recalling those that are half forgot- 
ten, children slow down in the process of reading and 
show a tendency to confuse even those words whose 



.8 



STUDIES IN READING 



forms are most familiar. Difficult lessons at this time 
are apt to cause permanent discouragement. In at- 
tempting to meet this condition the lessons in this part 
of the Primer have been made as easy as possible without 
sacrificing interest. The characters of Dan, Ruth, and 
Jane are introduced with little rhymes and stories of 
them and their pets. The sentences are kept short. 
Familiar words are repeated again and again. New 
words are introduced very gradually. From the sen- 

THE PERIOD OF GREATEST DIFFICULTY 



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ABCD represents the curve of difficulty in teaching reading the first 
year, according to experienced primary teachers. The curve rises with 
increasing difficulty for the child and falls as the work becomes easier. 
The diagram shows that the greatest difficulty arises during the weeks 
2 to 9. 



tence group the child has been led to the sentence, and 
from the sentence to the word. He must now gain 
facility in rapid word recognition in order to gain the 
thought in the new sentences he meets. 

It will be necessary for the teacher to prepare lessons 
several days in advance in order that she may give the 
proper board work to fit classes to take up the lessons 
in the book. Words in the book are often recognized 
by position, and unless a child has sentence and word 



TEACHING BEGINNERS TO READ 59 

drills he may not recognize the word when he meets it 
in another place. 

Before taking up the lesson on page 20 the teacher 
may tell the children of Dan and Ruth, the little 
brother and sister whose games and pets are told 
about throughout the book. Turn back to the frontis- 
piece, then find other pictures of the children farther 
on. 

Reference to the special word list, page 226, will show 
the teacher in advance which are the new words and 
whether they will be used frequently enough to make 
them part of the fundamental vocabulary. For in- 
stance, the new words on this page are Dan and am. 
As will be seen by the chart both of these are fun- 
damental words. Dan is a name word and will require 
very little drill. Am is one of the colorless words 
best taught in connection with other words. It should 
be familiar through drills given in the preceding 
lessons. 

With all mechanical difficulties removed the child 
approaching the lesson will be able to devote his whole 
attention to the thought. 

Program 27 

Forenoon 
Reading: 
Read silently and answer: 
What do you like? What can you do? 

What can you find? What did you read? 

What can you guess? What can you sing? 



6o STUDIES IN READING 

Word Drill: 

Select for drill five easy words and five that give 
trouble. 
Phonics: 

Review the sounds previously taught. 

Afternoon 
Reading: 

Read the exercises on pages 20 and 21. 
Word Drill: 

Game with chart strips, No. 8. 
Phonics: 

Pronounce slowly: 

like love long 

lily lemon lips 

little Louise lost 

LESSON 28 

Take time to enjoy the picture in this lesson (Page 22). 
What is Dan doing? What is Ruth doing? What does 
the story below tell us about; them? Can you read the 
title? The first sentence? The second sentence? The 
next sentence is so long that it will not all go on one 
line. Can any one read this long sentence? So that is 
what Dan likes to do. The next sentence will tell us 
about Ruth. 

Can you answer the question in the last sentence? 
Now let us read the whole lesson silently. Shall we 
read it again? Now who would like to read the whole 
lesson aloud? 



TEACHING BEGINNERS TO READ 61 

Program 28 
Forenoon 
Reading: 

Do you see me? I am Jack's dog. 

I run and run and run. I find Jack's ball. 

I like Jack and Jack likes me. Jack is good to me. 

Jack plays with me. Do you like dogs? 

Word Drill: 

I am a boy. I am little. 

Jack is a boy. Jack is little. 

Phonics : 

Teach the sound of g. 

Afternoon 
Reading: 

Read the exercise on page 22. 
Word Drill: 

Use word and phrase cards. 
Phonics: 

Review the sounds previously taught. 

LESSON 29 

In teaching the rhyming lessons, of which Ruth's 
Kitty on page 23 is an example, the teacher may read 
the rhyme several times and then allow individual 
children to read it. Let the children point out cer- 
tain words or lines for the teacher to write upon the 
board. Through this little rhyme, the children should 
learn the words kitty and mew, thus preparing two 



62 STUDIES IN READING 

new words for recognition in the next lesson. For 
seat work, the children may make drawings or cut- 
tings of kitty on the fence. 

Program 29 

Forenoon 
Reading: 

Review the exercises on pages 21, 22, and 23. 
Word Drill: 

Game with chart strips. 
Phonics: 

Teach the sound of 1. 

Afternoon 
Reading : 

Teach the rhyme on page 23. 
Word Drill: 

Game device from the board. 
Phonics: 

Review the sounds. 

LESSON 30 

The first dialog occurs on page 24. One child should 
take the part of Ruth and another the part of the Kitty. 
Let the two children who are to read the dialog come 
forward. If possible have each child in the class take 
one of these parts, for it is here that he must become 
accustomed to the name in italics pointing out the part 
he is to take. 



TEACHING BEGINNERS TO READ 



63 



BABY DEAR 



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1 1 


A. *> \ 








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tnS 4 A 


1 # 


& J 


• 


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LP 4 g J—J 




* 







by dear! Ba - by dear! God in 



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--£>— 



PS 



Heav - en sent you here. Smile and grow! 



s 



:*=:: 



Smile and grow! Ba - by dear, we love you so. 

Program 30 

Forenoon 
Reading : 

Teach the song Baby Dear (page 26) . 
Word Drill: 

Select five difficult words and five easv words for 
board drill. 

Phonics: 

Drill with cards. 



Afternoon 
Reading: 

Read the exercises on page 24. 
Word Drill: 

Use word and phrase cards. 
Phonics: 

Phonic Game No. 10 (Manual, page 235) 



64 STUDIES IN READING 



LESSON 31 

The rhyme on page 25 should be taught the same as the 
other rhymes. The word to be learned from this rhyme 
is hear. It will also help to fix in mind the words I 
like and my which have appeared in previous lessons. 

Looking Ahead. The teacher should continue to look 
ahead and select for board drills new words which are 
soon to appear in the books. The special word list 
should prove a daily help. Though the reading lesson 
for this day is on page 25, the board lesson should help to 
prepare the way for the advance lessons. For instance, 
the word list for page 27 shows three new words, Jane, 
baby, and not. Baby and not are fundamental words, 
and therefore require special attention. Jane is a name 
word and since name words call up a very definite 
picture of a character in the book they will be learned 
without special drill. While not exactly a name, Baby 
would be learned in the same way. The song on page 
26 will also help in fixing the word in mind. Not is a 
colorless word best taught in relation to other words. 
Instead of presenting not alone or in a list of words 
where it means nothing to a child, it is first used in a 
sentence such as, "Baby can not sing a song." 

Program 31 
Forenoon 
Reading: 

Review the Primer lessons already read. 
Word Drill: 

Baby can not sing a song. 



TEACHING BEGINNERS TO READ 65 

Baby can not read a book. 
Baby can not go to school. 
Phonics: 

Teach the sound of w. 

Afternoon 
Reading: 

Read the exercise on page 25. 
Word Drill: 

Game Device. 
Phonics: 

Review the sounds previously taught. 

LESSON 32 (Page 26) 

The children may sing from the books the song which 
they have learned in a previous lesson. From this little 
song they have learned the word baby. 

Children should have memorized fourteen letter 
sounds. Their phonic games should have made them 
proficient in finding the sound in the spoken word. 
They may now be led to discover familiar sounds in the 
words of the reading lesson. 

Program 32 
Forenoon 
Reading: 
Oh dear! Oh dear! Oh dear! 

Kitty is lost! Kitty is lost! 

Come Kitty! Come Kitty! Can you find Kitty, 
I cannot find you. Jack? 



66 STUDIES IN READING 

Word Drill: 

I lost my ball. You found it. 

I lost my book. I lost my dolly. 

Baby found it. Jack found it. 

Phonics: 

Write a list of words beginning with t. 

Afternoon 
Reading : 

Sing the song on page 26. 

Review other songs previously learned. 
Word Drill: 

find good it 

found my dog 

is lost ball 

Phonics: 

Write a list of words beginning with s. 

LESSON 33 (Page 27) 

Preliminary to this lesson, lead the children to talk 
of the babies at home. A few such questions as, "Who 
has a baby at home? Is it a little brother? A little 
sister? How old is baby? What can baby do?" will 
lead to many spontaneous and happy expressions. 

Sing again the song on page 26. Then introduce the 
Primer baby, Jane. Whose sister is she? Who are the 
other children in the picture? 

Word Study. Previous reference to the special word 
list should have shown the teacher that the new words 



TEACHING BEGINNERS TO READ 67 

for this lesson are Jane, baby, and not. Baby should 
have been learned from the song and not through the 
board lesson (Program 30). However, it may be 
well to have the children point out these new words in 
the lesson before attempting to read it. Jane will be 
learned very readily from position here. After telling 
children the word Jane, have them find it again in the 
reading lesson. 

With word difficulties eliminated pupils should be able 
to read about Jane. This little lesson is what she would 
say to us if she could talk. Who knows what she says 
in the first line? In the second? In the third? Have 
the children read silently while the teacher passes along 
the aisle encouraging and helping them where necessary. 
When the lesson has been read silently two or three 
times, ask, "W T ho would like to be Jane and read the 
lesson for the rest?" Let the children in turn pass to 
the front of the class and read aloud. 

Write the following word groups on the board for 
children to pronounce and point out the familiar initial 
letter: 



fan 


rose 


girl 


find 


read 


go 




Ruth 


good 


we 


run 




wagon 




play 


way 


sing 


Pig 


with 


song 
so 




lily 


sleep 


dog 


like 


sun 


dolly 


little 


am 


did 


lost 


and 


do 



63 STUDIES IN READING 



cat 


Mother 


baby 


can 


me 


boy 


come 


mew 


ball 


cap 


my 


books 



Add names of children in the class or names of their 
brothers and sisters to these lists. 

Program 33 
Forenoon 
Reading: 

Mark is Dan's dog. He can play. 

He is a good dog. He can find a ball. 

He can run. What can Kitty do? 

Word Drill: 

I am good. I am not little. 

He is good. He is not little. 

Phonics: 

Teach the sound of n. 

Afternoon 
Reading : 

Read the exercise on page 27. 
Word Drill: 

Use word cards. 
Phonics : 

Find the initial sounds in familiar words. 

LESSON 34 (Primer, pages 28 and 29) 

The rhyme on page 28 introduces Dan's playfellow, 
Mark. Children should be given a little time to enjoy 
the picture and to tell something of their dogs. The 



dog 


lost 


play 


run 


Hike 


my 


find 


can 



TEACHING BEGINNERS TO READ 69 

teacher should then read the rhyme and let individuals 
read it in turn. 

Word Drill. For word drill have the children point 
to the following words on page 29 when the teacher 
names them : 

Mark 
found 
ball 
good 

The teacher may pass down the aisle and determine 
whether or not the children are pointing to correct words. 

The special word list shows that there are five new 
words on page 29. Mark will be recognized through 
the rhyme on page 28. Lost and found should be 
familiar through their use in word drills and in board 
lessons. Run is known through its use on the chart 
strips. This leaves will as the only unfamiliar word. 

Have the children read again the rhyme on page 28. 
Who is the boy on page 29? Who is the dog? What 
are they doing? Shall we read the lesson below and 
find out? What is the title? If the children do not 
recall the word playing, have them turn back to page 8. 
Have the children read the first line (page 29). Who is 
talking? The next sentence has a new word. The 
children may be able to get this word from the context. 
If not, the teacher should read the sentence aloud. Call 
attention to will. Write it on the board and call atten- 
tion to the sound of the initial letter. Return to the 
books and have the children start again and read the first 
two sentences silently. What does Dan say to Mark in 
the next line? This sentence may give trouble as ball and 



7 o STUDIES IN READING 

lost are almost new words, and is and my are not very 
easy words to remember. If so, read the sentence to the 
children and have them read it. What else did Dan 
say? Continue reading a sentence at a time until all 
the sentences have been read. Then let all together 
read the whole lesson silently. Ask the children to 
think just how Dan said this. Who would like to play 
that he is Dan and read it to us that way? 

This is a splendid expression lesson and will succeed 
as such if each child feels that he is acting a part. 

In the phonic drill period have the children turn back 
to some review lesson, for instance, that on page 17. 
Let each child in turn point out some familiar word and 
name its initial sound. 

Program 34 

Forenoon 

Reading : 

Read the rhyme on page 28. 
Word Drill: 

Find familiar words on page 29. 
Phonics : 

Find the sounds in familiar words in the book. 

Afternoon 
Reading : 

Read the exercise on page 29. 
Word Drill: 

Game with chart strips. 
Phonics: 

Use the phonic cards 



TEACHING BEGINNERS TO READ 71 

LESSON 35 

Word Study. The special word list shows that page 
30 has four new words. Once is an incidental word and 
needs no particular attention as it will be recognized 
here — the only place that it is needed just now. He, 
was, and her should be used in board sentences. We 
and our are included in the list to remind the teacher 
that they have not appeared in the lessons for some 
time. Turn back to page 11 and refresh the memory 
by pointing out these two words. Use them in board 
sentences. 

In presenting the lesson, have the children turn to 
page 30. Who is this baby? Who is the dog? What 
are they doing here? If we are not sure, the story below 
will tell us. What is it about? Our, being in capitals, 
may give trouble. If so, it should be told. The heart 
of this page is in the last two lines. Tell the children 
the word once. They should have no difficulty in 
reading the remainder. They will enjoy looking at the 
picture and reading this little lesson. Then let them 
take turns in reading the lesson aloud. Ask how each 
thinks it happened that Jane was lost. Where was she 
lost? Why? Now is the time for the teacher to say, 
"This reminds me of a little story I have read. My 
story is about two little children who were lost. W T ould 
you like me to tell it to you for our next story?" She 
should then tell the story of "The Babes in the W^ood." 

Rhyming Words. Children may now be led to 
compare rhyming words and recognize the similarity in 
their endings. For directions see page 239. 



72 STUDIES IN READING 

Program 35 
Forenoon 
Reading : 

Review lessons from the book. 
Word Drill: 

Give me a book. 

Give .......a flower. 

Give the flower to 

Give.... a ball. 

Give the ball to 

Phonics : 

Rhyming game No. 1. 

Afternoon 
Reading: 

Read the exercise on page 30. 
Word Drill: 

Use the word cards. 
Phonics : 

Rhyming Game No. 1. 

LESSON 36 

On page 31 the easy little jingle may be half repeated, 
half read. Oats, hay, and water are incidental words 
and will be learned by position. 

Introductory to this lesson, children should be given a 
few minutes to discuss the pictures and to tell of their pets. 

The first four lines on page 32 are to be sung, not 
read. It is not necessary to sing them more than once 
or twice at this time, as the children will enjoy returning 
to them later. 



TEACHING BEGINNERS TO READ 



73 



PONY JIM 



Po 



ny Jim loves oats and hay, 



Po - ny Jim loves wa - ter; Po - ny loves to 



i 



draw the cart with Fa-ther's lit - tie daugh - ter. 

Program 36 

Forenoon 
Reading: 

Read the exercise on page 31. 
Word Drill: 

Jim wants some oats. 

He wants some water. 

He wants some hay. 
Phonics: 

Find the sounds in the familiar words in the book. 



Afternoon 
Reading: 

Read the exercise on page 32. 
Word Drill: 

Game with chart strips. 
Phonics: 

Rhyming Game No. 2. 



74 STUDIES IN READING 

LESSON 37 (Page 33) 

To secure proper expression, have each child while 
reading play that he is taking the part of Jim. Use the 
following as a blackboard lesson: 

Mark is Dan's dog. Once Baby Jane was lost. 

He can run and jump. Mark found her. 

He can find a ball. Dan likes Mark. 

He can bark. He gives him something to eat. 

Give enunciation drills with words using the sound fh, 
a sound that often gives trouble. Have the children 
pronounce the following words slowly and distinctly: 
these, those, this, that, them, there. 

Program 37 
Forenoon 
Reading : 

Read sentences from the board. 
Word Drill: 

Write on the board : What do you want? 

Write the answers as the children give them: 

I want some 

Phonics: 

Enunciation drill. 

Afternoon 
Reading : 

Read the exercise on page 33, 
Word Drill: 

Use the word cards. 
Phonics: 

Phonic Game No. 3. 






TEACHING BEGINNERS TO READ 75 

LESSON 38 (Primer, pages 34 and 35) 

Memorize the rhyme on page 34, teaching it in the 
same way in which the other rhymes have been taught. 
For the word drill following write on the board : 
Would you do that to a pony? What would you do? 
If the children do not recognize would, have them com- 
pare the word with would on page 34. 

W 7 rite answers to the second question as the children 
give them. Use familiar words when possible, but do 
not hesitate to use others when they are needed to 
express the thought. 

Study the pictures in preparation for the lesson. Let 
each child in reading this exercise feel that he is taking 
the part of Dan. 

Program 38 
Forenoon 
Reading: 

Memorize Dapple Gray. 
Word Drill: 

Would you do that to a pony? What would you do? 
Phonics: 

Rhyming Game No. 3. 

Afternoon 
Reading: 

Playing Mark, page 35. 
Word Drill: 

Use word cards. 
Phonics: 

Find sounds in familiar words. 



7 6 STUDIES IN READING 

LESSON 39 

Before taking up page 36, turn back to page 19. One 
mystery lesson will lead to the other. The two riddles 
on page 36 should be read silently. Then each may be 
read aloud. This is one of the best kinds of material 
with which to train a child to carry the thought from 
one sentence to another; for in order to guess the riddle 
he must keep each point in mind. 

In preparation for the color words, draw a red ball 
upon the blackboard and write under it with red crayon, 
'"A red ball." Do the same in preparing for blue. 
The next day add yellow and green, and later add white 
and brown. For seat work give the children cards on 
which the color words have been written. Give them 
disks of colored paper to match with the words on the 
card. 

Page 24 should be reviewed in preparation for the 
^dialog on page 37. 

Program 39 
Forenoon 
Reading: 

Review the exercise on page 24 and other lessons. 
Word Drill: 

Point out the following words on page 36: 
guess red it 

eat good catch 

Dan little play 

mew baby me 

Phonics: 

Develop the an group from Dan (page 241). 



TEACHING BEGINNERS TO READ 77 

Afternoon 
Reading: 

Something to Guess. Guess This, page 36. 

Word Drill: 

Select and alternate ten easy and ten difficult words 
for drill. 
Phonics: 

Drill on the an group. 

LESSON 40 

Word Study. In the little dialog on page 37, Dan and 
Ruth are playing the guessing game. In preparation for 
this as for each other lesson, the teacher should study the 
special word list. Of the five new words, yes has been 
learned through the chart strips, apple through the phonic 
cards, and an through work with the an group in phonic 
drill. Have and for are both found in the first sentence 
which should be read to the children. These being colorless 
words, should both receive special attention in word drills. 

After the usual preparation by silent reading, let the 
children in turn take the parts of Dan and Ruth and 
play the guessing game. For seat work, let the children 
cut and color the design of an apple with stem and leaf. 

Program 40 

Forenoon 
Reading : 

Find a red ball. Find a blue flower. 

Find a blue ball. Find a white flower. 

Find a yellow ball. Find a yellow flower. 

Find a white ball. Find a red flower. 



7 8 STUDIES IN READING 

Word Drill: 

Point out following words on page 37: 
something apple I good 

guess round like what 

red did 

little yes 

Phonics: 

Review the sounds previously taught. 

Afternoon 

Reading: 

Ruth Can Guess, page 37. 
Word Drill: 

Use the word cards. 
Phonics : 

Review the an group. 

LESSON 41 

Page 38 is so simple as to require very little prepara- 
tion. Let the children read each line silently and point 
to the answer. 

Colors, on page 39, should be half memorized, half 
read. 

Using Phonic Words in Sentences. The children 
should now begin to use words of the an group, in 
simple sentences, as, 

I have an apple. 
I see a fan. 
Father is a man. 
Where is the little pan? 



TEACHING BEGINNERS TO READ 79 

Program 41 

Forenoon 
Reading: 

Where, page 38. 
Word Drill: 

Blackboard drill with game device. 
Phonics : 

Use an words in sentences. 

Afternoon 
Reading : 

Colors, page 39. 
Word Drill: 

What can you do? 

I can see with my eyes. 

I can hear with my ears, 

I can walk with my feet. 

I can smell with my nose 

I can eat with my mouth. 
Phonics : 

Rhyming Game No. 3. 

LESSON 42 

In reading the exercise on page 40, encourage the 
children to express the thought correctly. For seat 
work, let the children draw and color a basket of Easter 
eggs. 

On page 41 have the children read the exercises 
silently, then act them. As a seat work exercise, have 
the children match colored paper disks and squares. 



80 STUDIES IN READING 

Program 42 
Forenoon 
Reading: 

Hallowe'en, or other board lesson suitable to the 
season. 
Word Drill: 

ears hear nose smell feet walk 

eyes see mouth eat 

Phonics : 

Develop the ill group from will. 

Afternoon 
Reading : 

♦ The exercises on pages 40 and 41. 
Word Drill: 

I have two eyes. I have one mouth. 

I have two ears. I have two feet. 

I have one nose. 
Phonics: 

Review the ill group. 

LESSONS 43, 44, and 45 (Pages 41 and 42) 

THE USE OE CHARMING STORIES 

In these lessons the children are introduced to their first 
long unit. In order that they may read with appre- 
ciation, the story of "The Little Pig" should be pre- 
sented to them as a complete whole and not a few 
sentences or a page at a time. The teacher may tell 
the story to the children. In order to do this well, she 
should study it until she is perfectly familiar with it. 



TEACHING BEGINNERS TO READ 81 

THE LITTLE PIG 

Once there was a tiny little pig. He lived with his 
mother in a pen. When he was just a baby pig he did 
not know very much but as he grew older he learned 
new things every day. 

One day he found his four little feet and he said, 

"Wee, wee, Mother! 
See what I have found. 
See my four little feet. 
What can I do with them?" 

His mother said, "You can walk and run with them." 
That made the little pig very happy, and he ran 

up and down the pen crying, "See me walk. See me 

run." 

Next he found his two little eyes and he cried, 

"Wee, wee, Mother! 
See what I have found. 
See my two little eyes. 
What can I do with them? " 

"You can see with them," said his mother. "Do 
you see me?" 

"Yes," said the little pig, "I see you. I see a girl. 
I see a man. I see a boy. I see a dog and a cat." 

Next the little pig found his two little ears. He said, 

"Wee, wee, Mother! 
See what I have found. 
See my two little ears. 
What can I do with them?" 

"You can hear with them," said his mother. "What 
do you hear?" 



82 STUDIES IN READING 



"I hear you, Mother," said the little pig. "I hear 

the girl. I hear the man. I hear the dog bark. I 
hear the cat mew." 

Next the little pig found his one little nose. He said, 

"Wee, wee, Mother! 
See what I have found. 
See my one little nose. 
What can I do with it?" 

"You can smell with it," said his mother. "Can you 
smell your dinner? " 

"No, I cannot smell my dinner," said the little pig. 
"Where is my dinner? I cannot find it. There is no 
dinner here." 

Next the little pig found his one little mouth. He said, 

"Wee, wee, Mother! 
See what I have found. 
See my one little mouth. 
What can I do with it?" 

"You can eat with it," said his mother. "You can 
eat your dinner." 

That made the little pig very, very hungry and he 
cried with a loud voice, 

"Wee, wee, I want my dinner! Where is my 
dinner?" 

Just then a girl came with a pail. Splash went the 
dinner into the trough. 

"Come, piggy, piggy!" said the girl. "Come, piggy, 
come piggy! Here is your good dinner." 

Word Study. Since this lesson covers several pages, 
it presents a new problem in word preparation. The 
special word list on page 227 of this Manual contains the 



TEACHING BEGINNERS TO READ 



83 



following new 


words from pages 


43, 44, 45, 46, and 47 


of the Primer: 






pig 


feet 


wee 


man 


walk 


four 


cat 


eyes 


them 




ears 


dinner 




nose 


no 




smell 


there 




one 


here 




two 


piggy 




mouth 





Of the first group pig and cat are already familiar 
through their use on the phonic cards. Man is one of 
the familiar words of the an group. 

The words of the second group are not wholly new 
as they have been used in blackboard lessons. This 
leaves the eight words of the last group as the wholly 
unfamiliar words. Most of them will be recognized from 
the context. The teacher should make a note of such 
words as are not readily recognized and give special 
blackboard drill upon each. Do not expect the children 
to recognize all of the words perfectly the first time that 
they have the lesson. Repeated readings fix the words 
in mind. If a child fails to recognize a word, tell him 
the word promptly, unless it is one that he is able to 
sound. Then have him start the sentence again so that 
there may be no break in the continuity of thought. 

Tell the story on at least two different occasions 
before it is taken up in the book. 

Then let the children follow the story by pictures. 
What is the little pig saying in the first picture? What 
does his mother say to him? What is he saying in the 



84 STUDIES IN READING 

second picture? in the third? in the fourth? in the 
fifth? 

Point out the names in italics, Little Pig, Mother, and 
Girl, and make certain that the children understand that 
these words are to point out the speaker, and are not 
to be read aloud. 

Ask, "Who can read the first thing that the little pig 
says to his mother?" Let one child read the first four 
lines. Then, "What does the mother say?" 

In the same manner proceed through the whole dialog. 
Three children may then be selected to take the parts 
of the three characters. They may come forward and 
face the class while they read. 

The children will enjoy making a "Little Pig" 
booklet. Let them paste in the booklet freehand cut- 
tings of Mother Pig, Little Pig, the pail, the trough, 
the girl, the man, the boy, the dog, and the cat. 

Program 43 
Forenoon 
Reading: 

Repeat the story of The Little Pig. 

Follow the story in illustrations. 
Word Drill: 

I have two eyes. Kitty has one nose. 

Kitty has two eyes. I have one mouth. 

I have two ears. Kitty has one mouth. 

Kitty has two ears. I have two feet. 

I have one nose. Kitty has four feet. 

Phonics: 

Teach the sound of j. 



TEACHING BEGINNERS TO READ 85 

Afternoon 
Reading: 

Read The Little Pig. 
Word Drill: 

Game Device. 
Phonics: 
Review the sounds including the phonograms 
an and ill. 

Program 44 
Forenoon 
Reading : 

Memorize and read Five Little Pigs (page 42). 
Word Drill: 

The pig says, "Wee, wee!" 
The cat says, "Mew, mew!" 
The little bird says, "Peep, peep!" 
Phonics : 

Sound: can man fan ran 

will pill hill kill 

Afternoon 
Reading: 

Tell the story of The Little Pig. 
Word Drill: 

feet smell bird 

walk mouth nose 

eyes one wee 

ears pig 

Phonics : . 

Use the ill words in sentences. 



86 STUDIES IN READING 



Program 45 

Forenoon 
Reading : 

Read The Little Pig. 

There was a little pig. There was a little bird. 

He said, "Wee, wee! She said, "Peep, peep! 

See what I have found." I want my mother." 
Word Drill: 

Select the words which give trouble. 
Phonics: 

Develop the ound group from found. 

Afternoon 
Reading: 

Read The Little Pig. 
Word Drill: 

Use word cards. 
Phonics: 

Drill on the ound group. 

LESSON 46 

Teach the rhymes on page 48 the same as the other 
rhymes have been taught. 

For word drill write the following questions and write 
answers as the children give them. 

What can a boy do? 
What can a gid do? 
What can a bird do? 
What can a dog do? 



TEACHING BEGINNERS TO READ 87 



Program 46 

Forenoon 
Reading : 

Exercise on page 48 of the Primer. 
Word Drill: 

Game Device. 
Phonics: 

Review the an, ill, and ound groups. 



Afteenoon 
Reading : 

What Can You Do? (Primer, page 49). 
Word Drill: 

What can a boy do? 
Phonics : 

Find sounds in familiar words. 

LESSONS 47 AND 48 

The dialog of the Three Little Birds should be treated 
the same as that of The Little Pig. Familiarity with 
the whole story gives the children the grasp of the 
selection as a whole. It should be told as follows: 

THREE LITTLE BIRDS 

Once upon a time there was a mother bird. She had three 
little baby birds. The first was called Bright Eyes, the second 
was called Red Wing and the third who was little more than a 
ball of down, was called Fuzzy. 

With three hungry mouths to feed, the mother was very busy. 
Such noisy little creatures as those babies were! Wlrile their 



88 STUDIES IN READING 

mother was gone they curled down in the nest still as mice, but 
the minute that they heard her coming they opened their tiny 
bills and began to scream. 

"Peep! Peep!" cried Bright Eyes, "I want my mother." 

"I am so hungry," cried Red Wing. 

"Peep! Peep!" cried little Fuzzy, "I want something to 
eat!" 

Then their mother would say, "Do not cry, little birds. Here 
is something to eat," and into each open bill would go a bit of 
the dinner that she had brought. 

As they grew stronger the little birds asked to fly, but the 
mother said, "You cannot fly now. You are too little. I will 
find you something to eat." 

Away she went and the little birds curled down in the nest 
still as mice but when they heard her coming they screamed as 
before. 

"Peep! Peep!" said Bright Eyes, "I want my mother!" 

"I am so hungry," cried Red Wing. 

"Peep! Peep!" cried little Fuzzy, "I want something to 
eat!" 

So the busy mother filled the hungry mouths. 

The little birds grew stronger and flapping their tiny wings 
begged to fly, but the mother bird whispered, " You can not fly 
now. I see the cat. Be good little birds. I will find you some- 
thing to eat." 

Away she flew and the birds curled down as still as mice. 
They were large birds now, large enough to know better, but 
when their mother came they screamed as loudly as ever. 

"Peep! Peep!" said Bright Eyes, "1 want my mother!" 

"I am so hungry," cried Red Wing. 

"Peep! Peep!" cried little Fuzzy, "I want something to 
eat!" 

"Here is something," said the mother, and when they had 
eaten, each little bird peeped loudly, "When can I fly?" 

The mother bird looked carefully around. Then she said, 
"The cat has gone. She will not catch you now. Come, little 
birds. This is the way to fly!" 



TEACHING BEGINNERS TO READ 



89 



She fluttered to the ground and after her came three happy- 
little birds, Bright Eyes, Red Wing, and little Fuzzy like a 
ball of down. 

After the story has been told the lesson may be read, 
the parts being taken by the different children. Let 
the children who are taking the parts of the little birds 
and their mother act out the little play as they read. 



THE BLUEBIRD 



gB 



-fe- 



rret - ty lit - tie blue - bird, why do you 



m 



* — |=s= 



S 



fly? Come back, come back to me. 



g 



is 



fefe 



1 1 r 



i 



1 r 

go," said the bird as he flew on high, "To 



H- 



+^—* 



I 



see if my col - or match - es the sky." 



The cat has nothing to say in the dialog but it is a 
great addition to let some child take the part of the cat 
prowling near. 

In addition to studying her special word list in 
selecting words for drill, the teacher should watch for 
and list any words that give trouble. 



9 o STUDIES IN READING 

Program 47 

Forenoon 
Reading: 

Sing The Bluebird. 

Tell the story of Three Little Birds. 
Word Drill: 

Point to the following words, pages 51, 52, 53: 

peep something 

hungry eat 

fly mother 

I will cat 

This is the way catch 
Phonics : 

Teach the consonant sound of y. 

Afternoon 
Reading: 

Read Three Little Birds. 
Word Drill: 

Select difficult words. 
Phonics: 

Drill on the an, ill, and ound groups. 

Program 48 

Forenoon 
Reading: 

Read Three Little Birds. 
Word Drill: 

Use word cards. 
Phonics : 

Develop the ay group from hay (Manual, page 250). 



TEACHING BEGINNERS TO READ 91 

Afternoon 
Reading: 

Read Three Little Birds. 
Word Drill: 

Use Game Device. 
Phonics : 

Use the ay words in sentences. 

LESSON 49 

The Secret on page 54 should be read to the children 
until it is partly memorized, then read by them as a 
dialog. Have the children point out the following words: 1 



secret 


some 


it 


birds 


tell 


brown 


in 


there 


apple 


tree 


blue 


robin 



Before taking up the exercise on page 55, turn back 
to page 36. The children should then be given the new 
puzzle lesson to read silently and guess. 

For seat work, stencil sewing cards with the robin 
design to illustrate the lesson. 

Program 49 
Forenoon 
Reading: 

Read The Secret, page 54. 
Word Drill: 

Where is Dan? When can you go? 

What can you do? Who is it? 

Phonics: 

Develop the ake group from make. 



92 STUDIES IN READING 

Afternoon 
Reading: 

Read Guess Who I am (page 55). 
Word Drill: 

Game Device. 
Phonics: 

Review the ake and ay groups. 

LESSON 50 

The exercises on pages 56 and 57 should be taught in 
the same manner as were the other riddle lessons. 
These lessons help greatly in developing a taste for silent 
reading. The ch'ldren should now be given a ten- 
minute period each day for reading review lessons. 
Gradually this may be made to include a study of the 
new lesson. They should be made to feel that this 
is a period of privilege and delight, not a time for 
drudgery. 

Directions for making a kite may be found in this 
Manual, page 281. 

Program 50 

Forenoon 

Reading: 

Who Ami? (page 56). 

Word Drill: 

bird eggs nest sing 

fly peep tree hungry 

Phonics : 

Develop the ark group from Mark. 



TEACHING BEGINNERS TO READ 93 

Afternoon 
Reading: 

Read What Am I? (page 57). 
Word Drill: 

Father bird Let's keep them warm 

Mother bird Let's make a nest 

Baby birds Let's sing 

Three blue eggs 
Phonics: 

Review the groups. 

LESSONS 51 AND 52 

Since the children have already had several bird lessons, 
The Nest in the Tree will require very little introduction. 

The teacher may call attention to the picture and 
then read the story slowly and distinctly while the 
children follow the lines in the book. She may then 
read the story a second time, passing down the aisles 
as she reads, to be sure that the children are able to 
keep the place. In this way the children get the grasp 
of the story as a whole and become able to recognize 
many of the words through the context. 

The special word list shows that, of the 24 new words 
on these five pages, only five are fundamental words. 
These should be fixed in mind through practice sentences 
and word drills. As children learn to love this little 
lesson and to read it over and over, they will uncon- 
sciously fix in mind many of the incidental words which 
could be learned by themselves only through tiresome 
drill. This is the natural and therefore the ideal way 



94 STUDIES IN READING 

for a child to acquire a vocabulary. Do not expect the 
children to master all of the words in one or two readings. 
Give them plenty of help at first. The important thing 
is the grasp of the story as a whole, then the free, easy 
sweep of the sentences. Recognition of each separate 
word comes only through practice. Pointing to words 
in the text as the teacher names them, helps greatly in 
fixing the words in mind. Occasionally let a child take 
the place of the teacher and name words for others to find. 
This selection is too long for one child to read alone 
each time it is read. One child may read several sen- 
tences, then another may read several, continuing in 
this way until the story is finished. 

Program 61 

Forenoon 
Reading: 

Read to the children The Nest in the Tree. 
Word Drill: 

Have the children find phrases and words : 

Once upon a time Made a nest 

Father bird some eggs 

Mother bird three blue eggs 

said hungry 

make a nest something to eat 

Phonics : 

Teach the sound of n. 

Afternoon 
Reading: 

Read The Nest in the Tree. 



TEACHING BEGINNERS TO READ 95 



Word Drill: 

Rapid sight drill from the board. 
Phonics: 

Review all of the groups given. 

Program 52 

Forenoon 
Reading: 

Read The Nest in the Tree. 
Word Drill: 

The birds were in the tree. 

The eggs were in the nest. 

Where were the baby birds? 
Phonics: 

Teach the ook group from book. 

Afternoon 
Reading: 

Read The Nest in the Tree. 
Word Drill: 

Use the W T ord Cards. 
Phonics : 

Use the ook words in sentences. 

LESSON 53 

Let the children memorize and read the poem on 
page 63 of the Primer. 

The lesson on page 64 should be given in the same 
manner as were the other riddle lessons. If the children 
do not remember the word but, have them turn back and 
find it on page 57. Pronounce it slowly for them and 



96 STUDIES IN READING 

call attention to both the initial and the final consonants. 
Recall the word time by pointing to the phrase, Once 
upon a time, page 58. When is another word which 
may require special attention in board drill. Let the 
children discover talk by comparing it with walk. Let 
them get first hand then hands from and. Write the 
following words on the board for special drill: 

but time when talk 

walk hands and play 

Program 53 
Forenoon 
Reading: 

Read Fly Away, Jack, page 63. 
Word Drill: 

Drill on the words from page 64. 
Phonics: 
Teach the all group from ball. 

Afternoon 
Reading: 

Read What Am I? (page 64). 
Word Drill: 

Sing The Clock, page 65. 

Point out the following words: 

dear brown time 

clock hands like 

little it do 

face what is 

Phonics: 

Review the word groups. 



TEACHING BEGINNERS TO READ 97 

LESSON 54 

Precede the lesson on page 66 with an informal talk 
on the home. The teacher may question the children 
concerning the habits of animals, bringing out the idea 
that each one chooses the home best suited to h's needs. 
The silent reading and discussion of this lesson are 
more important than is the oral reading. 

The poem Why, on page 67, should be memorized 
and read. See that this is done with spirit and anima- 
tion. For seat work, draw and color the flower, the 
bee, and the butterfly. Let the children cut butterflies 
from folded paper. Open the wings, and color them. 

Program 54 

Forenoon 
Reading: 

Discuss and read the exercise on page 66. 
Word Drill: 
Blackboard. 

Review the first 25 words of the fundamental 
vocabulary. (See Manual, page 223.) 
Phonics: 



me 


see 


be 


wee 


he 


bee 


we 






Afternoon 


Reading: 




* Read Why? (page 67). 



98 STUDIES IN READING 



Word Drill: 




why where bee 


said 


when what house 


this 


Phonics : 




Use the e words in sentences. 




LESSON 55 





Before taking up page 68, talk with the children about 
bees. Draw on the board the picture of a hive with 
bees. Study the pictures on pages 68 and 69. Why is 
the baby afraid? Read pages 68 and 69 to the children 
while they follow in the book. 

Word Building. In the phonic lesson, write the 
letters a and t on the board for the children to sound. 
Show them that when these two sounds are blended they 
make the word at. Then write the words in the at 
group for children to sound. 

Memorize and read the poem What They Do, page 70. 

Call attention to the name of the author. Tell the 
children that Christina Rossetti has written many 
delightful poems for children and if possible read one or 
two of her other poems aloud. 

Let the children make freehand cuttings of round 
and square hives. Let them cut and mount bees flying 
around the hives. 

Program 55 
Forenoon 

Reading: 
Talk of bees. 
Read The House that Dan Built. 



TEACHING BEGINNERS TO READ 99 

Word Drill: 

Select difficult words for drill. 
Phonics: 

Teach the ing group. 

Afternoon 
Reading: 

Read What They Do, Primer, page 70. 
Word Drill: 

Blackboard review of the second 25 words of the 
fundamental vocabulary. 

Phonics. 

Review words of the ing group. 



LESSON 56 

Before taking up page 71, show the children that ing 
may be added to the following familiar words: 

do bark fly jump 

play eat catch look 

In teaching the at and an groups, present them as 
follows : 



an 


at 


at 


Dan 


hat 


an 


fan 


fat 


fat 


man 


cat 


fan 


can 


mat 


pan 


ran 


sat 


pat 


pan 


bat 


cat 


tan 


pat 


can 



ioo STUDIFS IN READING 

Program 56 

Forenoon 
Reading: 

Review the exercises on pages 63, 69, and 70. 
Word Drill: 

Add ing to familiar words. 
Phonics : 

Blend a - t. 

Show that in the an group a and n have been 
blended. 

Drill on both groups. 

Afternoon 
Reading: 

Read What Are You Doing? (page 71). 
Word Drill: 

Use word cards to drill on the first 50 words of the 
fundamental vocabulary. 
Phonics. 

Review all groups given. 

LESSON 57 

There are seven new words in the dialog on page 72. 
These may be taught in the first presentation of the 
lesson to the class. 

Kate and Frank should be introduced as the play- 
mates of Dan and Ruth. While new in the Primer, the 
word box is not new to the children who have learned it 
from the phonic cards. See if the children can not 
guess the word candy, from the context and the familiar 



TEACHING BEGINNERS TO READ 101 

word can. Since they have had the ook group, they 
should be able to sound the word look. The word 
thank may be told. 

Help the children to enjoy the mystery in this 
selection. Go- over it with them a line at a time. 
When the word difficulties have been mastered, it 
may be read as a dialog. 

Program 57 

Forenoon 
Reading: 

Work on page 72. 
Word Drill: 

Kate look box thank 

Frank kitten candy 

Phonics: 

Develop ag by blending. 
Drill on the ag group. 

Afternoon 
Reading: 

Read the dialog What Was in the Box? 

Word Drill: 

Point out following words on page 73: 
something said eat 

little glad found 

brown that save 

not buy would 

Phonics: 

Develop the am group by blending. 



102 STUDIES IN READING 

LESSON 58 

Precede the lesson on page 73 by a talk on thrift. 
Let the children tell some of the things which they 
have done with money. 

Program 58 

Forenoon 
Reading: 

Read What Did Dan Find? (Primer, page 73). 
Word Drill: 

What would you do with a penny? 

Write answers as the children give them. 
Phonics: 

Develop ap group by blending. 

Drill on the ap group. 

Afternoon 
Reading: 

Sing Three Little Kittens. 
Word Drill: 

Point out following words: 

dear what 

lost here 

mine found 

pie naughty 

mittens some 

Phonics: 

Develop ad by blending. 

Drill on the ad group. 



TEACHING BEGINNERS TO READ 



103 



THREE LITTLE KITTENS 



I 



fa 



&=£=& 



f) D— Jt 



a 8 » 



^ : 



Three lit - tie kit -tens Iyost their mit-tens, and 



I 



Szs 



they be - gan to cry, 



O moth - er dear, see 



m 



SE£ 



4— — *- 



S 



here! see here! Our mit-tens we have lost." ''What! 



lost your mit - tens, you naugh - ty Kit - tens? Then 



--*£ 



m 



-#_=)- 



you shall have 
L 



pie 



"Meow! 



^m 



^ 



Meow!" "Then you shall have no 



pie! 



LESSON 59 

Let the children in groups of four take the parts of 
Fluff, Buff, Muff, and the Mother cat. Be sure that 
each part is read with animation. 

The children will enjoy making freehand cuttings of 
kittens, mittens, and pie to illustrate the lesson. 



io 4 STUDIES IN READING 





Program 


59 




Forenoon 


Reading: 






Read the < 


exercises on pages 76 and 77. 


Word Drill: 






Kittens 


lost our mittens 


mew 


found our mittens 


but 


Oh dear 




were 


See here 




Phonics: 






Blend ag. 






Drill on the following: 




an 


am 


ag ad 


at 


ap 


ab 



Afternoon 
Reading: 

Read the exercises on pages 76 and 77. 
Word Drill: 

Review the third 25 words of the fundamental 
vocabulary. 

Phonics: 

Drill on the short a groups shown on page 158. 

LESSON 60 

Study the picture on page 78 in preparation for the 
story Buff. There are only two new words on these 
two pages. The children should be able to sound day. 
More may be told them. 



TEACHING BEGINNERS TO READ 105 

Let the children read this story silently under the 
teacher's guidance, then study it carefully preparatory 
to reading it aloud. 

Program 60 

Forenoon 
Reading: 

Buff, page 78. 
Word Drill: 

The Mother cat purrs to her little kittens. 

The Mother bird sings to her little birds. 

My mother sings to me. 
Phonics: 

Teach the sound of k. 

Afternoon 
Reading: 

Buff, page 78. 
Word DriU: 

Game Device. 
Phonics. 

Phonic cards for drill. 



LESSON 61 

There are five new words on page 80. The first line 
may be read to the children. Thinking may be written 
upon the board and compared with playing, doing, and 
similar words. Waves and breeze should also be told 
to the children. The children should be able to recognize 
flag from the context without being told. They may read 



106 STUDIES IN READING 

the exercise on page 80 silently a step at a time. After 
they have read all and guessed what is meant the teacher 
should question them on the care of the flag, to bring 
out the points clearly. 

On page 81, the teacher may read the questions while 
the children follow. Then let the children answer the 
questions. Afterward the children may read the ques- 
tions silently and give the answers aloud. 

Program 61 
Forenoon 

Reading : 
What is It? (page 80). 

Word Drill: 

Rapid sight drill with word cards. 

Phonics : 

Drill on the following blends: 

pa ta ma ra na 

ca sa la ja ba 

Afternoon 
Reading: 

Tell Me This, page 81. 
Word Drill: 

Select for drill ten difficult words and ten easy words 
from the first 75 words of the fundamental 
vocabulary. 

Phonics : 

Repeat the drill of the previous lesson. 



TEACHING BEGINNERS TO READ 107 

LESSON 62 

There are four new words on pages 82 and S3. The 
children should be able to sound had and take from 
their phonic drill on these groups. To teach pretty the 
teacher may write the following sentences on the board : 

I have a pretty flower. 
Oh, you pretty, pretty bird! 

Also write these words upon the board for comparison: 

myself yourself herself himself 

Let the children have time to enjoy the charming 
illustrations of this little story. 

There is a touch of mystery here and a bit of surprise 
in the ending which they will enjoy more by first reading 
the lesson silently. The teacher may guide them in 
this, helping to eliminate the difficulties until each child 
has read and enjoyed the story. 

After a period of study the selection may be read aloud. 

For seat work, have the children make and mount free- 
hand cuttings of the doll, the bed, and Dolly's shoes, 
stockings, dress, and hat. Use the seat work to impress 
the story more vividly upon the minds of the children. 





Program 62 






Forenoon 




Reading: 






The Lost Doll, 


page 82. 




Word Drill: 






self 


herself 


apple 


myself 


himself 


Kate 


yourself 


selfish 


very 



108 STUDIES IN READING 

Phonics : 

Drill on the phonic groups: pat, pan, pad, as shown 
on page 244 of the Manual. 

Afternoon 
Reading: 

The Lost Doll, page 82. 
Word Drill: 

Drill on the fourth 25 words of the fundamental 
vocabulary. 
Phonics: 

Review the previous lesson. 

LESSON 63 

Who was Selfish, on page 84, may be read silently 
and discussed before it is read aloud. The children 
should be able to sound took without being told. 

The exercise on page 85 should be taught in the same 
manner as were the other mystery lessons. 

As an illustration for the story, have the children 
cut, color, and mount a dish containing a large apple 
and a small apple. 

Program 63 

Forenoon 

Reading: 
Who Was Selfish, page 84. 

Word DriU: 
warm good big work 

cold bad little play 



TEACHING BEGINNERS TO READ 109 

Phonics: 

Following the instructions on page 245, blend bl, bla 
and br, bra. 

Afternoon 
Reading: 

What Am I?, page 85. 
Word Drill: 

Review the second fifty words of the fundamental 
vocabulary. 
Phonics: 
Blend bl-bla. br-bra. cl-cla. cr-cra. 

LESSON 64 

What Am I, on page 86, should be taught in the same 
manner as were the other mystery lessons. 

Who Has Seen the Wind? page 87, should be half 
memorized, half read. Call attention to the fact that 
this poem was also written by Christina Rossetti 

Program 64 

Forenoon 
Reading : 

What Am I?, page 86. 
Word Drill: 

sun cold birds take blow 

wind make flowers there man 

Phonics: 
Blend: 

dr pr fl gl fr tr pi st 

dra pra fla gla fra tra pla sta 



no STUDIES IN READING 

Afternoon 

Reading : 

Who Has Seen the Wind? page 87. 

Word Drill: 

strong blow do try 

stronger blowing doing smile 

strongest my 

Phonics : 

spa sma sla 

sea sna 

LESSON 65 

Before taking up the lesson on page 88, the children 
should be told the story of The Wind and the Sun. 
This is an excellent story for dramatization. After it 
has been told, one child may take the part of the sun, 
another that of the wind, and another that of the man. 
Do not read the lesson in the book until after the 
children have dramatized the story, as there will be 
more freedom of expression if the children are not 
trying to give the exact words of another. 

The lesson may then be taken up in the same manner 
as were the previous dialogs. 

Words for phonic drill: 



clap 


glad 


brag 


slam 


grab 


snap 


slat 


clap 


snag 


flag 


clad 


drab 


flat 


trap 


drag 



When sounding these words, cover the final consonant. 



TEACHING BEGINNERS TO READ m 



Program 65 

Forenoon 
Reading : 

Tell the story of The Wind and the Sun. 

Dramatize. 
Word Drill: 

The Wind said, "I am stronger than you." 

The Sun said, "I am stronger than you." 

The Wind was rough. 

The Sun was kind. 

The Man liked the Sun. 

He did not like the rough Wind. 
Phonics: 

Drill on slap, slam, and the like. 





Afternoon 




Reading: 








The Wind and the Sun. 






Word Drill: 








candy 


away 


my 


very 


girl 


look 


by 


once 


save 


looked 


one 


day 


she 


took 






Phonics: 








Drill rapidly 


over the preceding phonic 


: lesson. 




LESSON 


66 





To introduce the story, Winifred's Candy, page 90, 
let the children enjoy the picture, which, with the title, 
should awaken a desire to know what the story may be. 



ii2 STUDIES IN READING 

For the first reading the teacher may go over the story 
with the children, helping with any difficulties. In 
reading a story the first time it is a good plan to let a 
child volunteer to read a sentence aloud after he has 
read it through silently. When this is done the teacher 
should see that the thread of the story is not lost by the 
break between sentences. By brief comments help the 
children to keep in mind the important points that have 
been read in order to carry them through the story. 

There are only seven new words in this story. Wini- 
fred, tiny, and bite are repeated so often in the narrative 
that they will require no other drill to fix them in mind. 
Children may recognize again from the verses on page 
63. If not, have them turn to that page, point out 
again and find the same word in the new lesson. Stick, 
half, and down may be told the children when they are 
met in the lesson and fixed in mind by subsequent 
readings. 

Program 66 

Forenoon 

Reading: 

Read with the children Winifred's Candy. 

Word Drill: 

Winifred's mother took it down 

stick of candy put the box away 

half a stick of candy very, very good 

Kate's half tiny, tiny bite 

in a box by and by 

Phonics: 

Teach the sound of short i. 



TEACHING BEGINNERS TO 


READ 


"3 




Afternoon 






Reading: 










Winifred's Candy, page 


90. 






Word Drill: 










Word Cards. 










Phonics: 










Phonic Cards 












LESSON 67 






Phonic groups for Drill: 








ill 


mat 


pray 


mad 




will 


sat 


gray 


had 




mill 


rat 




sad 




fill 


pat 


me 


lad 




hill 


flat 


he 


pad 




bill 


scat 


we 


glad 




kill 




be 


clad 




still 


ap 


she 






spill 


cap 


see 


ag 
bag 




drill 


nap 


bee 






tap 


tree 


rag 




ake 


rap 




nag 




wake 


map 


an 


wag 
flag 




take 


lap 


Dan 




make 


snap 


man 


stag 
brag 




lake 


clap 


fan 




bake 




pan 


ook 




rake 


ay 


ran 


book 




snake 


hay 


can 


took 






gay 


bran 


look 




at 


may 


plan 


hook 




cat 


say 




rook 




hat 


play 


ad 


nook 




fat 


stay 


bad 


brook 





ii 4 STUDIES IN READING 



all 


am ound 


ab 


ball 


jam found 


tab 


fall 


Sam sound 


slab 


wall 


ham bound 


crab 


call 


slam round 


stab 


tall 


cram pound 




small 


ground 

Program 67 
Forenoon 




Reading : 






Winifred's Candy, page 90. 




Word Drill: 






pony 


break 




think 


found 




house 


ate 




nose 


put 




him 


he 




Phonics: 






Blackboard Review. 





Afternoon 
Reading: 

Review lessons from the book. 
Word Drill: 

Select for drill the twenty least familiar words from 
the fundamental vcabulary. 

Phonics: 

Blackboard Review. 



TEACHING BEGINNERS TO READ 115 

LESSON 68 

After the usual preparation with the teacher the 
children may read My Pony, page 93. 

Program 68 

Forenoon 

Reading : 
My Pony, page 93. 

Word Drill: 

A little pony mother's good bread 

What do you think into the milk 

into the house take him out 

in the house took him out 

Phonics : 
Teach the sound, sh. 

Afternoon 

Reading : 

My Pony, page 93. 
Word Drill: 

came would down talk 

lame could town walk 

Phonics : 

Review sh, i and other sounds. 

LESSONS 69 AND 70 

Study the picture, tell the story, and dramatize The 
Blind Man and the Lame Man. Emphasize the lesson 
of helpfulness which this fable teaches. 



n6 STUDIES IN READING 

The dialog from the Primer, page 95, should be given 
in another lesson. 

Children may now begin to learn the names of the 
letters. For directions see Manual, page 248. 

Program 69 

Forenoon 

Reading: 

Tell the story and dramatize The Blind Man and 
the Lame Man, page 94. 

Word Drill: 

blind man feet for you 

lame man upon his back 

go to town eyes for me 

could not see went to town 

could not walk 

Phonics: 
Teach the sound of v. 

Afternoon 
Reading. 

Read The Blind Man and the Lame Man. 
Word Drill. 

blind could back 

met but eyes 

lame feet went 

town walk wanted 

Phonics: 

Phonic Game No. 10 (Manual, page 235). 



TEACHING BEGINNERS TO READ 117 

Program 70 

Forenoon 
Reading: 

Read the dialog. 

Playing Blind Man and Lame Man. 
Word Drill: 

Select for drill ten difficult words and ten easy 
words from the fundamental vocabulary. 
Phonics: 
Drill on the phonic word groups given on pages 
113, 114. 

Afternoon 
Reading: 

Read review lessons, each child reading what he 
likes best. 
Word Drill: 

Use the word cards. 
Phonics: 

Review the phonic groups. 

LESSON 71 

Word Study. There are only rive new words in the 
four pages of the dialog Playing Who Am I? . This 
lesson is so very simple that children should be able to 
read it with very little help. It is therefore a very good 
time to let the children try to work out a lesson by 
themselves. In preparation, the teacher may write 
upon the board the five new words well, teacher, 
please, ready, us. Well may be written beside tell, 
which children already know. Some will be apt to 



n8 STUDIES IN READING 

remember the word teacher which they have seen in 
the song on page 3. If not, call attention to it. Write 
on the board the following sentences: 

Please, please do. 
I am ready. 
Come with us. 

These will give the children the key to the other words, 
as it is much easier to recognize words in a sentence 
than in a list. Allow ten or fifteen minutes silent 
study of this lesson. 

Constant drill should be given on the words of the fun- 
damental vocabulary. These words should be recognized 
instantly and without effort. There are many easy words 
such as little, baby, jump, and dog but there are also 
such words as here, but, with, and were, which require 
constant use if they are not to be forgotten. Children 
who have read this Primer will unquestionably recognize 
many other words, but each child should know perfectly 
at least every word in the fundamental vocabulary. 

Program 71 
Forenoon 
Reading: 

Preparation for and silent study of 
Playing Who Am I? 
Word Drill: 

we can play please, please tell me 

read for me I know that 

very well this bread 

books away eat your dinner 

find my mother we can guess 



TEACHING BEGINNERS TO READ 119 

Phonics: 

Teach the sound of ch. 

Afternoon 
Reading: 

Playing Who Am I? 
Word Drill: 

Game Device with words from the fundamental 
vocabulary. 
Phonics : 

Review ch, i, v, sh, and other sounds. 

LESSONS 72 AND 73 

After being helped through one reading of Playing 
Store, page 102, the children should be given a period 
of silent study on this selection. 

In the work in phonics the children may now build 
the words of the short i group. They may first blend 
the phonograms ip, it, in, and then build the words 
based upon them, as they did with the short a words. 
In blending, sometimes cover the final and sometimes 
the initial consonant. Words of the short i group will 
be found on pages 251-253 of this Manual. 

Program 72 

Forenoon 
Reading : 

Prepare and read Playing Store, page 102. 



i2o STUDIES IN READING 

Word Drill: 

store buy something 

ready want some bread 

this morning this book 

some candy good by 

five pennies come again 
Phonics: 

Blend i-t and teach words of the it group. 

Afternoon 
Reading: 

Read the dialog Playing Store, page 102. 
Word Drill: 

Select for drill 20 words from the fundamental 
vocabulary. 
Phonics: 
Blend i-p and the teach words of the ip group. 

Program 73 
Forenoon 

Reading: 
Read the dialog Playing Store, page 102. 

Word Drill: 

ran away dog barked 

in the house a little kitten 

our house would not come 

looking a little blue bird 

a little brown dog you are lost 

Phonics: 
Develop the ig and id groups. 



TEACHING BEGINNERS TO READ 121 

Afternoon 
Reading: 

Select two lessons for review. 
Word Drill: 

Sight work from word cards. 
Phonics. 

Develop the in and ib groups. 

LESSONS 74 AND 73 

The teacher may guide the children through the 
story When Jane Ran Away, page 105, being careful 
that they see the adventure as a complete unit. After 
this preparation, they should be given time to read 
silently — a thing which they will be eager to do as soon 
as they have seen the picture and read the title. 

Place the following sentences on the blackboard: 

Jane ran away. 

She met a little brown dog. 

She met a kitten. 

She met a little boy. 

She saw some flowers. 

She saw a boy with his pony. 

She saw a bluebird. 

A gi 1 took her to Grandmother's house. 

Grandmother took Jane home. 

For seat work, have the children make a booklet of 
When Jane Ran Away. Let them illustrate in drawings 
or cuttings the pages entitled: Jane ran away; She 
met a kitten; She met a dog; She met a bluebird; Grand- 
mother's house. 



122 STUDIES IN READING 

A picture of a hen and one of a turkey should be 
labeled to teach the words hen and turkey. 

Program 74 

Forenoon 
Reading: 

Help the children read When Jane Ran Away. 
Word Drill: 

Drill on the blackboard sentences. 
Phonics: 

Review the short i groups. 

Afternoon 
Reading: 

When Jane Ran Away, page 105. 
Word Drill: 

Review a list of the most troublesome fundamental 
words. 
Phonics : 

Review the short i groups. 

Program 75 
Forenoon 
Reading: 

When Jane Ran Away, page 105. 
W r ord Drill: 

said the dog I will 

said the cat who will 

said the pig to the mill 

she said 
Phonics: 

Teach the sound of x. 



TEACHING BEGINNERS TO READ 123 

Afternoon 
Reading: 

Strengthen and review the lessons that most need it. 
Word Drill: 

Game Device for fundamental words. 
Phonics: 

Blend ix, fix, mix, six. 



LESSONS 76, 77, AND 78. 

The story of The Little Red Hen should be told to 
the children before it is read. 

The word problems of this lesson are very simple. 
Of the thirteen new words, plant, rat, began, mill and 
chicks may be taught phonically. When a child 
hesitates at a word which he is able to sound, the 
teacher may say, "You know how to sound that," and 
give him time to do so. If he fails in this she may 
write the word on the board, and by covering part at 
a time, help him to sound it. In a word like mill in 
which children have had the ill group, the m may be, 
covered till children name the group phonogram, then 
uncovered for them to name the word. In plant, the 
teacher may first cover lant and let the children sound 
p. Then leave pi uncovered for them to sound, then 
pla, then plan, and at last the whole word. 

Began may be separated into its two syllables, each 
sounded separately, then put the syllables together. In 
some instances children will get a word more readily by 
combining the vowel with the consonant which follows it, 
in others with the one which precedes it. An experienced 



124 STUDIES IN READING 

reader uses both ways and children should be encouraged 
to do the same. The word should be sounded quickly 
enough to be fitted into the sentence before the line of 
thought has been lost. 

Grow may be taught from its rhyming words, blow, 
and know, and when these have been written on the 
board, it is a good time to add others of the same group, 
show, snow, and crow. 

Hen and turkey should be familiar through labeling 
Wheat, ripe, cut, thresh, and flour may be told when 
they are met unless the children are able to determine 
them through the context. 

Blackboard sentences. 

The rat would not plant the wheat. 
The cat would not plant the wheat. 
The dog would not plant the wheat. 
The pig would not plant the wheat. 
The turkey would not plant the wheat. 
The little red hen planted it. 

The cat would not cut the wheat. 
The rat would not cut the wheat. 
The dog would not cut the wheat. 
The pig would not cut the wheat. 
The turkey would not cut the wheat. 
The little red hen cut it. 

The cat and rat would not thresh the wheat. 
The dog and pig would not thresh the wheat. 
The turkey would not thresh the wheat. 

The little red hen threshed it. 
The cat and rat would not take the wheat to mill. 
The dog and pig would not take the wheat to mill. 
The turkey would not take the wheat to mill. 

The little red hen took it. 



TEACHING BEGINNERS TO READ 125 

The cat and rat would not make the bread. 
The dog and pig would not make the bread. 
The turkey would not make the bread. 
The little red hen made it. 

The cat and rat wanted the bread. 
The dog and pig wanted the bread. 
The turkey wanted the bread. 

The little red hen and her chicks ate it. 

The words of the short i group should be sounded so 
as to bring out the suffixed blend. The following will 
be convenient for drill. 



bit 


dip 


trip 


slid 


bid 


did 


trim 


skip 


bin 


dig 


slip. 


skin 


big 


din 


slim 

Program 76 

Forenoon 


skid 


Reading : 








Tell the story of The Little Red Hen, page 110. 


Study the 


pictures. 




Word Drill: 








once 




was 


take 


not 




eat 


make 


said 




Pig 


made 


soon 




■ so 


bread 


who 




when 




Phonics: 








Use the suffixed blend with i words. 



126 



STUDIES IN READING 



Afternoon 
Reading: 

Read The Little Red Hen, page 110. 
Word Drill: 

Review the last 25 words of the fundamental 
vocabulary. 
Phonics : 

Repeat the morning lesson. 

Use the following sentences with short i words for 
drill: 



The dog bit me. 

I want a pin. 

See that big, big man. 

Do not trip me. 

I can jump and skip. 

I would not whip a pony. 



Sit by me. 

She hid in the house. 

He did not go. 

I like figs. 

Please cut my bread thin. 

He will not quit. 



Program 77 

Forenoon 
Reading: 

The Little Red Hen, page 110. 
Word Drill: 

Once upon a time 

one day 

live 

lived 

all my own 
Phonics: 

Teach the sound of qu. 



all our own 
very, very good 
what do you think 
catch me 
I ran away 



TEACHING BEGINNERS TO READ 127 

Afternoon 
Reading: 

The Little Red Hen, page 110. 
Word Drill: 

Game Device. 
Phonics: 

Drill on the sentences with the short i words. 





Program 78 






Forenoon 




Reading : 






The Little Red Hen, page 110. 




Word Drill: 






they 


make but 


him 


little 


brown run 


you 


was 


met catch 


from 


like 


think man 


away 


Phonics: 






Blend and. 


Teach and, hand, 


sand, band j grand, 


stand. 


Afternoon 




Reading: 






Review lesson. 




Word Drill: 






Use the word cards for drill. 




Phonics: 






Blend ant. 


Teach ant, slant. 




Blend amp. 


Teach camp, lamp 


, stamp, tramp. 



128 STUDIES IN READING 



LESSONS 79 and 80 

The story of The Gingerbread Boy should be told to 
the children before they read it. It may then be given 
in the same manner as was the story of The Little ^.ed 
Hen. 

Program 79 
Forenoon 
Reading: 

Tell the story of The Gingerbread Boy, pag 117. 
Study the pictures. 
Word Drill: 

Find in the book, pages 117-118: 
A little old woman. A gingerbread boy. 

A little old man. What do you think? 

A little old house. ran away. 

I want a boy. could not catch. 

Phonics: 

Blend ash. Teach mash, rash, gash, crash, lash, 
flash, cash, smash. 

Afternoon 
Reading: 

Read, The Gingerbread Boy, page 117. 
Word Drill: 

ran and ran away from you 

could not catch him He said 

met a dog from the dog 

Phonics: 

Blend atch. Teach catch, match, patch, latch, 
snatch, scratch. 



TEACHING BEGINNERS TO READ 



129 



m 



ALPHABET SONG. 



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H I J K 



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h M N O P 



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1 



O R S T U 



W X Y Z 



i 



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i 



Oh, dear me, I can't learn my A 



Program 80 

Forenoon 
Reading: 

The Gingerbread Boy, page 117. 
Word Drill: 

man pig run me 

woman box catch from 

dog ran you him 

cat 
Phonics : 

Blend ilt. Teach wilt, spilt, stilt. 

Blend ist. Teach mist, fist, list, twist. 



Afternoon 
Reading: 

Memorize and sing the Alphabet Song. 



i 3 o STUDIES IN READING 

Word Drill: 

Sight drill with word cards. 
Phonics: 

Repeat the morning lesson. 

READING SUPPLEMENTARY PRIMERS 

Instead of taking up the First Reader as soon as the 
Primer is finished, it is recommended that the common 
practice of reading several supplementary primers at this 
time be followed. The thing that children who have 
progressed this far need more than anything else is plenty 
of simple, attractive reading material. In other words, 
the best way to read is by reading. If the teacher has 
any choice in the matter, she should endeavor to choose 
books whose content has a natural appeal to child 
interest in preference to those whose sentences are com- 
posed to bring in certain words for drill. 

This supplementary reading should be run through 
more rapidly than that of the basic work. Much of the 
simpler material may be given as sight work without 
preliminary study. 

The teacher who has followed the daily programs 
should now be able to outline a program for herself. It 
is an excellent plan to write out the plan in preparation 
for each day's work. Children who have completed 
the primer should know perfectly the words of the 
fundamental vocabulary. They should also recognize 
readily a large proportion of the incidental vocabulary. 
Children will continue to meet new words. Some of 
these will occur only occasionally and others quite fre- 
quently. Words which will be met frequently are the 



TEACHING BEGINNERS TO READ 131 

important words of the juvenile vocabulary and should 
be added to the list for drill. 

The work in phonics should be continued according 
to the outline beginning on page 250. 

This should be followed step by step with frequent 
reviews. Children should be given every opportunity 
to exercise their knowledge of phonics. The related 
word lists are excellent for this. The teacher may add 
others of the same kind. 

Practical Phonics. A little encouragement will lead 
the children to use their phonic knowledge outside of 
school. Ask them to look for familiar words in news- 
papers or in magazines, to underscore the words, and to 
bring the papers to school to show what they have done. 
Posters, signs, and even the cartons and cans in the 
home cupboard have many words which children will 
love to work out if their interest is so directed. It is 
an excellent plan to have some special place on the 
board where the teacher may write some long words 
which the children are proud to have mastered. Butter- 
fly, dandelion, caterpillar, goldenrod, rosebush, black- 
board, jack-o- 'lantern, sunshine, buttercup, potatoes, 
milkweed, are a few examples of words that may be 
chosen. Only one or two words may be written at a 
time and the children may be permitted to study them 
out at their leisure. 

From the first, the children may be given a ten- 
minute period without special supervision in which to 
enjoy their books, look over the pictures, and re-read 
familiar lessons. This period may be lengthened grad- 
ually, but it should be kept sufficiently short so that the 



i 3 2 STUDIES IN READING 



children do not tire of the privilege of having their 
books. 

By the time the children reach the stories following 
page 77, they should be able to give a new selection 
ten or fifteen minutes' study before it is read in class. In 
preparation for this the teacher may go over the lesson 
once with the class, giving help with any mechanical 
difficulties. The children should then be left to them- 
selves through the study period. 

When the class is called for recitation a free dis- 
cussion of the lesson topic should always precede the 
oral reading. The teacher as well as the children must 
feel that the central object is primarily to appreciate 
the lesson content and that word mastery is wholly 
incidental to that. 

The teacher who has followed carefully the purpose, 
plan, and development of the previous lessons should 
have a fair idea of the whole study plan. There should 
be no break as a child takes up another book or passes 
to another grade, but as he grows in knowledge and 
power he should do better such things as he has already 
done. 



CHAPTER IV 
THE FIRST GRADE READER 

Preparations for Using the First Grade Reader. Before 

taking up the First Grade Reader the teacher should 
read once more the section, "The Aims of First Grade 
Reading/' page 13, considering carefully whether she is 
directing her efforts in a manner to accomplish these aims. 
It is especially important at this time that children 
should establish the habit of reading for the thought in 
the whole selection and not merely to call words. Since 
word recognition and the establishing of a vocabulary 
are so necessary, it is easy for even the teacher to forget 
sometimes that these are not the ends and aims of good 
reading. Until the lesson is so familiar that it can be 
read without hesitation, the practice of looking through 
each sentence before it is read aloud should be continued. 
This is the only way to secure correct expression. 

The work in phonics, which heretofore has been out- 
lined for each day, should now be taken from the phonic 
outline, page 250. The teacher should look ahead and 
plan each day's work, writing out the words she is to 
give for drill instead of waiting to think of them when 
she has the class before her. It is an excellent plan to 
keep a note book containing these day-by-day lessons 
in phonics, for the teacher can then see at a glance just 
what the children have had, and she can then use many 
of the word lists for review lessons. 

*33 



134 STUDIES IN READING 

The phonics should be an ever increasing help to the 
reading. Never tell a child a word which it is possible 
for him to determine for himself. The teacher should 
look over the reading lesson and consider how each 
new word should be treated. There have been so many 
concrete examples outlined in the primer lessons, that 
this should give no trouble. The phonic outline should 
not be followed slavishly. 

Suppose, for instance, that in their supplementary 
reading the children meet the jingle, 

"Good night, 
Sleep tight, 
Wake up bright 
In the morning light 
To do the right 
With all your might." 

If they have not had the ight group it should be given 
at this time even though it may not be shown in the 
outline till later. 

The work in phonics has but one object, to help 
children to recognize and to pronounce the words of the 
reading lesson. The most perfect skill in sounding word 
lists is utterly wasted if children do not use that skill 
for word recognition at the time when it is needed. 

Other means of word recognition should not be 
neglected. Children should have access to material 
which will help to develop their skill. Related word 
lists, the first of which are shown on page 263, Mother 
Goose and other rhymes and simple exercises, (See 
"Supplementary Reading," page 305) are all excellent for 
this. These may be printed on the chart or blackboard 



THE FIRST GRADE READER 135 

or on cardboard or paper where they may be enjoyed 
in leisure moments. 

Increase Phrasing Skill. As children progress in 
their reading, their ability in phrasing, or seeing groups 
of words as one, should increase. It is through this 
skill that the reader learns to look ahead, thus gaining 
the thought before it is expressed. A large part of 
the word drills should be phrase drills. The phrase 
cards should be used frequently and similar groups 
should be used for board drill. Encourage speed in 
the work. Never let a child pronounce one or two 
words in a group and hesitate at the next. If he does 
so, have him stop and do not let him start again until 
he is ready to read the whole group as a single word. 
Have the groups read as rapidly as is consistent with 
clear enunciation and proper expression. 

Clear Directions in Textbook. In the First Grade 
Reader the child meets what has previously been given 
him from the blackboard or from the lips of the teacher, 
the introductions, word studies, and questions. 

These directions are addressed to the children and 
the children should be led to feel that they are for their 
personal use and enjoyment. 

Introductions should be read either by the teacher 
or by some member of the class in the period of prep- 
aration for study. 

The words listed under Word Study should also be 
taken up at this time. These words are selected as the 
ones which may give trouble either in pronunciation or in 
meaning. They should be pronounced clearly and dis- 
tinctly. Concert work in this saves time but it permits 



136 STUDIES IN READING 

mistakes which are bound to escape the teacher, hence 
it should not be used too freely. The sentence in which 
each word occurs should be found and read sometimes 
silently, sometimes aloud. If the meaning is not per- 
fectly clear, the word should be used in other sentences. 

The Questions should be studied by the children while 
preparing their reading lesson and answered by them 
during the recitation. 

Action and Expression suggestions should also be 
studied and when the children come to a recitation they 
should be able to tell from these directions how a lesson 
should be treated. 

Time should be given to follow the suggestions for 
dramatization. Use every means at hand to make the 
situation real. Children have vivid imaginations and it 
needs only a paper crown to make a king of a little boy 
or a star and a bit of tissue paper to transform a little 
girl into a fairy. 

Other Selections should be read in class after the 
reading of the regular lesson. Whenever possible the 
teacher should anticipate this and have on her desk 
some of the selections mentioned. If some member of 
the class has read one of these selections he should be 
encouraged to tell the others about it. 

The dialog lessons may be presented the same as the 
dialog lessons of the Primer, keeping in mind the growing 
powers of the children. 

The Work to Be Done. In the first year, the children 
should read the Primer, several supplementary Primers, 
the First Grade Reader, and at least two supplementary 
first readers. They should show in their oral and silent 



THE FIRST GRADE READER 137 

reading that the teacher has accomplished the aims of 
first grade work. 

In phonics, the children should know all of the con- 
sonant sound elements, all phonograms based on the 
short and long vowels, and should be able to pronounce 
all one-syllable words based on these phonograms. 

TYPE LESSONS FROM THE FIRST GRADE READER 

Following the Primer work, it is advisable to give the 
children some easy, familiar selections at first. "Good 
Morning' ' has been used many times. The children will 
be glad to meet an old acquaintance in the new book 
and in a new picture setting. "The Jay and the Dove" 
offers an easy dialog rhyme with but few new words 
often repeated. "I Put My Right Hand In" is an old 
nursery rhyme which all children love. This should be 
taught them in the form of a motion song, with the 
variations suggested. 

Why Cats Wash their Faces after Eating, pages 4 and 
5. After the usual drillwork on words likely to give 
trouble, the teacher may well bring out in tactful class 
discussion the fact that cats differ from persons in the 
matter of cleanliness at mealtime. Why do cats wash 
after eating instead of before? Here is a strange little 
story that explains it all. The children will readily an- 
swer the simple questions in a study-recitation exercise 
in silent reading and discussion. Other similar stories 
may be told them or read with them. 

Three Little Kittens, pages 6 and 7. Here is another 
familiar rhyme in a new setting. The striking illustra- 
tion of the mouse pie and the expectant kittens, with the 



138 STUDIES IN READING 

dramatic form, and the music already familiar (page 
103, Manual) give hint enough for a lively action lesson. 

Elsie's Friends, pages 8-12 . The charming illustration, 
with a hint of Elsie's meeting friend kitten, friend dog, 
friend cow, and others, will at once awaken a lively in- 
terest in this nature tale. Once the children are given 
the usual help on the new words, each new round of the 
story will be read with increasing zest. Simple questions, 
such as: "Whom did Elsie first meet? What did the 
little kitten say? Whom did she next meet? What did 
the fine large dog say? " may be used to direct the silent 
reading and study in a study-recitation. This story may 
be read with one child taking the part of Elsie, and with 
other children taking the parts of the birds or the animals, 
then acted. The children, if tactfully guided, will want 
to arrange most of the details of the dramatization work. 
"Good Morrow, Pretty Rosebush" may be memorized 
and acted in this connection. Other similarly charming 
nature stories may be introduced also. 

The Sleeping Apple, pages 15-17. What do you see 
in the picture? Yes, a little girl is talking to the apple 
in the tree. The apple is asleep and does not hear. She 
tries to waken it. Then she gets others to help her waken 
the sleeping apple. This story tells of how others helped 
her, and of what happened at last to the apple. Let us 
read the story and find it all out for ourselves. Read 
the first four lines. Where was the apple? What did 
it do there? Read the next three lines. What did the 
little girl say to the apple? Similarly, guide the silent 
reading of the children through the selection. Let them 
answer the simple questions at the close of the story, 



THE FIRST GRADE READER 139 

and tell the story in their own words. Under skilful 
guidance, the children will arrange clever forms of acting 
the story. The manner of treating new words in the 
First Reader Selections generally is illustrated in the 
discussion of the next study. 

The White Dove, page 18. The purpose of the intro- 
duction to a reading lesson is to awaken and to stimu- 
late interest. In this lesson, the introduction is left to 
the teacher. One of the best and easiest ways of 
arousing in the children a desire to read a selection is 
by a discussion of the accompanying illustration. This 
is evidently a barnyard story. What creatures do you 
see? Perhaps this is one of the stories in which animals 
do the talking. Of what do you suppose they are 
talking? 

Whenever possible give the children something to look 
for in reading a story. In this lesson the teacher may 
say, for instance, "Is the cow like the sheep?" (No.) 

"Is the horse like the dove or the hen?" (Oh, no.) 

"Not very much but when I read this story I found 
one thing in which all of these creatures were alike. I 
wonder if you can discover what it is." 

Word Study. Children may now turn to the words 
for study. Who knows the first one? White is a 
familiar primer word and should be recognized imme- 
diately. The teacher may write it on the board and 
under it write the familiar word bite. Dove should 
also be known from its use on page 2. The teacher may 
write it upon the board and under it the word love. 
Flew is a new word. Let the children turn to page 18 
and find flew in the last sentence on the page. They 



i 4 o STUDIES IN READING 

should get the word from the context here. If not, help 
them to do so. Then write upon the board: 

The dove flew to the sheep. 
She flew to the horse. 
She flew to the hen. 

Since horse is also a new word it may be told to the 
children as it is written here. 

Barn should be found in the first sentence on page 18 
and the children should be told what it is. The sen- 
tence may be read through and the word written upon 
the board. Pretty is a primer word and should be 
recognized, but may also be found and read in the 
sentence on page 18. Wings may be sounded and 
written on the board with its rhyming word sings. 
If wool is not recognized have the children find it 
following Ba-a-a! ba-a-a! on page 10. Let them also 
find it in the fifth line, page 19, after which it may be 
written on the board in the sentence, The sheep gives 
wool. Warm being a primer word should be recognized 
and written on the board. Horse has already been told 
and written on the board. It should be found again, eighth 
line, page 19, and eleventh line, page 20. Rides is a new 
word. To present it the teacher may write on the board : 

I can ride a horse. 
I like to ride. 
The boy rides a horse. 
The girl rides a pony. 

The word happy may be divided into syllables and 
sounded after which the teacher may write on the 
board : 



THE FIRST GRADE READER 141 



I am happy. 
You are happy. 

Back and nest may be sounded and written on the 
board. 

The list of words for study may now be pronounced 
by the children in concert. The words and sentences 
should be left on the board for reference during the 
study period. 

Reading the Story. After the lesson has been studied 
and children are ready for the recitation, the teacher 
may ask, " Who found the thing in which these creatures 
were all alike? " 

The lesson may now be read aloud, each child reading 
a paragraph or more. This is a splendid lesson for 
dramatic expression. Encourage each one to use all 
freedom in expressing what these animals said. After 
the lesson has been read once, say, "I wonder if we 
could do better with this if we were to read it again." 

Each of the Questions may be read through and 
answered by the children. The teacher may add other 
questions to emphasize the beauty of contentment. 
Following the suggestion on page 21, the children may 
voluntarily ask to play this story. If not, it should be 
suggested to them. In preparing for a dramatized 
lesson the teacher may suggest that the parts be re-read 
in order that they may be given with the best expression. 
Dramatization is one of the best study motives that a 
class can have as it furnishes a definite purpose for 
which to prepare. 

Suggestions for Dramatization. The aim in the 
dramatized lesson should be freedom in expression and 



142 STUDIES IN READING 

action rather than a finished product. Children should 
be encouraged to work out their own ideas and use their 
own language in taking the parts of the characters. 
Whenever possible let each child choose which part he 
will take. After The White Dove has been played 
through once as it is written, let the children suggest 
other animals to add to the play. 

Twinkle, Twinkle, Little Star, page 73. The prose 
of a child's early reading lessons may soon be forgotten 
but the poetry is often carried through life. In giving 
such a lesson as Twinkle, Twinkle, Little Star, the 
teacher should feel that she is offering something of 
permanent value. If children are to get from this poem 
the same thing which charmed their fathers and their 
grandfathers, they must be touched by the same quality 
which appealed to them. The first source of appeal is 
the musical setting, the melody of the rhyme. The 
second source of appeal is the universal experience pic- 
tured here that makes the reader unconsciously feel, 
even before he is able to put it into definite thought, 
"I know that this is true because I have felt it and 
thought it myself." 

Since small children are apt to over-emphasize the 
rhythm of poetry and "sing it off/' it is a very good 
plan to read these early poems to them before they read 
them to themselves. These poems may be presented 
in the same manner as were the poems in the Primer. 

It is not difficult to find the common experience in 
this poem. Who is there who has not as a child looked 
up into the sky at night and felt the mysterious beauty 
of the universe? This is the experience which children 



THE FIRST GRADE READER 143 

are to be questioned about and led to discuss. A little 
boy once told his teacher, " Oh, the sun is on the other 
side and the star is the hole where it shines through." 

What are the stars? 

Where do they go in the daytime? 

What is meant by, 

"For you never shut your eye, 
Till the sun is in the sky." 

The words in a rhyming lesson need little study as 
they will be recognized by position. However, children 
may be asked to point out certain words and phrases, 
as star, in the sky, blazing, set and wet, light and 
night, shut your eye. Show the emotional effect of 
words by asking, "How do you feel when someone says, 
< blazing sun/ ' Twinkle'? " 

Read the name of the author and compare with 
the name of the author of "I Love Little Pussy," page 22. 



CHAPTER V 
SECOND GRADE READING 

Aims of Second Grade Reading. All the specific 
aims of the first grade as outlined in Chapter IV, still 
hold in the second grade. The child is yet in the stage 
of "learning to read." He must continue to get definite 
connections between words and the ideas for which 
they stand, between sentences and thought. The child 
should continue to be strengthened in word recognition 
and in thought getting. The means by which he has 
been taught to recognize new words should be con- 
tinually used until he acquires reasonable skill and 
facility in getting the thought from the printed page. 
He should be able to read aloud fluently, and with 
correct expression, the simple lessons in the second grade 
reader. Correct pronunciation, clear articulation, and 
proper expression should enable him to convey to others 
the thought he himself gets. He should be able to do 
some careful, correct silent reading in connection with 
simple exercises in the reader. From the first he has 
been taught how to study the simple tasks. In this 
grade he should be strengthened in right methods of 
study. 

The Work to be Done. At least one basal reader 
and five supplementary readers, or the equivalent, 
should be read in the grade. The child should have 
ready access to simple story books within his range of 

144 



SECOND GRADE READING 145 

reading skill and appreciation. He should memorize 
at least ten of the best short memory selections. He 
should plan and act under the teacher's guidance from 
ten to twenty of the best dramatic selections. A clear 
distinction should be drawn between dramatic work, 
suggested almost entirely by the teacher, as a basis for 
appreciating a reading lesson, and the dramatic work 
planned by children as their means of entering into the 
thought which they have got from reading the story. 
The selections may be dramatized, either before or 
after the oral reading. Many of these selections will be 
dramatized before, simply as a part of the setting of the 
lesson. Many will be dramatized after the oral reading 
as an expression of the child's joy in getting and inter- 
preting the thought to others. The phonic drills and 
games, and the definite word study work should be 
continued with the greatest care. (See Chapter III.) 
Special emphasis should be placed upon right habits 
of silent and oral reading, natural expression drills, 
definite supplementary stories and reading, and seat 
work. 

Classification of Contents. The contents of the 
Second Grade Reader cannot be fitted into any one 
narrow classification. The selections naturally classify 
themselves into great fundamental groups, such as: 
Seasonal topics, exercises and stories, dealing with the 
months and seasons, special days and holidays; race, 
family, and home topics and stories, dealing with 
peoples and nationalities, family, food, clothing and 
shelter, and names of persons; nature topics, dealing 
with heavenly bodies and natural phenomena, animals, 



146 STUDIES IN READING 

plants, soil and climate, color, direction, and distance; 
occupational topics, treating the way things are done, 
different occupations, inventions, and matters of hygiene 
and sanitation; recreational subjects, treating individual 
pets and recreations and social recreations, as plays 
and games, picnics and circuses, pageants and tableaux ; 
child literature, which in charming, cumulative tales, 
fables, myths, legends, rhymes and jingles, interpret for 
the child in a literary way all of the topics mentioned 
before. 

Seasonal selections are represented by such studies as, 
October's Party, My Jack-o' -Lantern, Little Wee Pump- 
kin's Thanksgiving, My Valentine, The Easter Rabbit, 
Hanging May Baskets. 

Family and home topics are represented by such 
selections as The Baby, The Lullaby, Slumberland 
Boat, The Indian Game, and The Broken Doll. 

Nature topics are represented in great abundance, 
and are supplemented by the finest nature folk tales, 
cumulative tales, and myths. 

Among the occupational stories, we find such delight- 
ful ones as George and His Pony, Little Gray Pony, 
Pattie's New Dress, Playing Store. 

Recreational selections include The Drum, The 
Swing, Blowing Bubbles, A Good Play, If . the Pig 
Wore a Wig, Coasting, and many others. 

With an understanding of this large classification of 
the contents of the reader, the teacher can easily select 
a series of lessons to develop any particular topic of 
interest to children. Such a fundamental classification 
of content holds for all other books in the series. 



SECOND GRADE READING 147 

TYPE LESSONS FOR THE SECOND GRADE READER 

All the helps and devices used and skills developed 
in first grade reading, should be continued here. All 
the helps in connection with each lesson in the reader 
should be used. The pictures, the introductions, 
questions, word lists, suggestions for action and expres- 
sion, and lists of other selections, all make the study 
more interesting, definite, and effective. Only a few 
type lessons need be presented here. With the sug- 
gestions given previously, and with the helps given in 
the text, the teacher will readily guide the pupils 
through the selections in this reader. 

The Bear Who Played Soldier, pages 2-6. The sug- 
gestion in the introduction leads to a real thrill balanced 
by the delightful picture. Once keen interest is aroused 
in the point of the story, and every mind is alert, the 
teacher may well tell the story and suggest the acting 
of it as an excellent setting for later study and reading. 
Definite word drill should accompany this study, but 
most of the words will be easily mastered in the process 
of silent reading and study, as a part of the silent reading 
drill in the study recitation. The teacher may direct 
the children to read the first paragraph. 

"What strange things does this bear do? Read the 
paragraph again. What other things does he do? 
Who is with the bear?" 

Be sure that the children's answers indicate that they 
get clearly the thought in the paragraph. 

"Now read the second paragraph. What did the 
children do? What did they give the man? Why did 
they give him the pennies?" 



148 STUDIES IN READING 

Continue similarly questioning the children while 
they are reading the selection silently. Be sure they 
get the point to what they read. This definite plan of 
study and recitation will help them over many of the 
most difficult points. In seat work, let them work out 
the answers to the questions on page 6. The teacher 
should feel free to use other good questions as they 
occur. After the preliminary acting and the definite 
silent reading and study, the children are ready for oral 
reading. After the oral reading, let the children sug- 
gest better ways of interpreting the story in action. This 
bear story has no terrors, whatever, and the children 
should act it. They will readily suggest other bear stories 
with which they are familiar, such as " The Three Bears." 

The Swing, pages 7-8. The delightful picture and 
the suggestion that the child tell of fun he has had in 
a swing, form a sufficient setting for this study. The 
teacher should not attempt to drill the life out of this 
poem by rigid study of difficult words, but should have 
the selection memorized and recited to show the swinging 
motion, and to give clear pictures. Other similar 
selections may be read to the children. Similarly, the 
delightful poem, " Where Go the Boats," pages 12-13, 
should be studied, memorized, and enjoyed. 

Blowing Bubbles, pages 14-16. Here is an ideal 
expression lesson. The picture at once creates an 
atmosphere in which every child revels with rare delight. 
Let the children tell of fun they have had in blowing 
bubbles. Let them tell of things they have learned 
while blowing bubbles. In silent reading and study, 
let the children read the first paragraph silently, until 



SECOND GRADE READING 149 

someone can tell what Dick said the way he thinks Dick 
said it. Similarly, let them tell how Tom expressed 
himself as shown in the second paragraph. Be sure 
that the work is not merely perfunctory. It must be 
living, an expression of the children's own experiences. 
Words giving difficulty should be made clear, although 
most of the difficulties will disappear in the stress of keen 
interest. Let the oral reading interpret the selection as 
the children understand it. They will all be anxious to act 
out the scene, which they may well do in a bubble blowing 
exercise, definitely planned under the teacher's direction. 

The Go-to-Sleep Story, pages 25-29. The picture 
and hints in the introduction of every child's twilight 
experiences, form a rare setting to this study. Here is a 
cumulative, repetitive story, introducing few new words 
with each round, but at each turn accumulating greater 
interest in Baby Ray and the go-to-sleep process. 
This is a story that may well be told to children. The 
jingles may be read to them, but for the average child 
in the grade, the selection will be so easy that he may 
well enjoy the rhyme and jingle, and the charm of 
the wonder and progress of the story for himself. The 
silent reading of the children may well be tested by 
their answers to such questions as are suggested. The 
repetitions given should be employed by the children 
until they enjoy the sheer delight of the jingles much as 
they do in "The House that Jack Built." Similarly 
the "Wake-Up" story should be read in connection 
with this selection. 

What Children Say, pages 42-43. Here are natural 
expression drills taken from children's experiences. 



iSo STUDIES IN READING 

Definite suggestions as to how best to use these and 
other similar expression drills are given in Chapter XVII. 
The teacher should collect many similar expressions 
directly from children's experiences, mount them 
plainly on cardboard with proper illustrations, and have 
them occasionally in the presence of children for definite 
expression and action control. The skill thus acquired 
by the child should be carried over into the expression 
and action work of the reading lessons. 

The Straw Ox, pages 46-54. Here is a cumulative 
tale with grotesque humor and rare charm. The 
teacher must not be surprised if the children ask "Is it 
true?" At any rate it is an old tale handed down for 
many hundreds of years from Russian parents to their 
children. After the usual process of study reading, the 
children will want to dramatize and act this selection 
in order to enjoy it in active interpretation. 

The Talking Snow Man, pages 119-122. The charm 
of this selection lies in its joyous outdoor fun and its 
strange mystery. This selection will challenge the 
resourcefulness and skill of children in arranging an 
effective plan for acting it. "What can be used for 
the snow man? How can the snow man be represented 
any time of year? What can be used for the broom, 
the cap, the buttons? How can the shadow be repre- 
sented?" Let the children puzzle over these questions. 
Let them suggest a plan for interpreting the selection 
through acting. With a little help, they will work out 
the most original plans for presenting the play. 

Pattie's New Dress, pages 142-146. Here is a real 
story of industry, introduced by the mere suggestion. 



SECOND GRADE READING 151 

"new dress," and a picture which may be made the 
basis of a study of old ways in which dresses were made. 
The difficult words must be studied as far as possible 
in connection with the objects or pictures of objects 
for which they stand. If, perchance, an old-fashioned 
spinning wheel is available, so much the better. The 
older children may easily make an excellent model, which 
will help. A visit to an old-fashioned carpet loom or 
reference to children's own experiences in weaving in 
the kindergarten and primary grades, will do much to 
clear meanings otherwise obscure. The children should 
be encouraged to learn as much as possible concerning 
spinning and weaving as a basis for their own apprecia- 
tive interpretation of the story through acting. 

The Birds' Convention, pages 204-210. This study 
offers a rare combination of definite bird study, charming 
jingles, striking action and expression. In acting the selec- 
tion, the children may be encouraged to supply birds for 
their parts, such as the cuckoo, the sparrow, the thrush, 
and the dove. They will turn eagerly to simple nature 
stories and a study of the birds themselves for their facts. 

In all this study, the spontaneous interests of children 
should be strengthened and developed. Their powers 
of expression should be enlarged to indicate wider, 
newer, and more charming expressions. By persistently 
following the lesson plan outlined in Chapter II, and in 
using that plan as a result of her own enthusiasm, the 
teacher is certain to accomplish the definite aims of 
second grade reading, and to make her children delight 
in their skill to "get the thought, hold the thought, 
and express the thought," with genuine appreciation. 



CHAPTER VI 
THIRD GRADE READING 

The Aims of Third Grade Reading. The specific 
aims of the first and second grade are continued with 
important additions. The child should now be able to 
recognize new words from the accompanying pictures 
through the position of a word of familiar story or 
rhyme, through relation of the unknown word to the 
known words in a sentence, or by his knowledge of 
phonics. If children, at the beginning of this work, 
have not reasonable skill and facility in getting the 
thought from the printed page, such skill and facility 
should be developed as rapidly as possible. The child 
is still largely in the stage of " learning to read," but 
he is beginning the process of "reading to learn." 
Here a child who has read fluently from the reader 
may stumble and even fall in attempting to read in 
other elementary textbooks. Where a primary lan- 
guage book and a number primer are used, the child 
should be taught definitely how to read them intelli- 
gently. Clear expression, correct pronunciation, and 
distinct articulation are just as important as ever and 
should be carefully emphasized. The "How to Study" 
work of the second grade should be definitely continued 
and strengthened, and given specific point in teaching the 
child how to study, not only the reading from his Third 
Grade Reader, but the reading from his other simple books. 



THIRD GRADE READING 153 

Since in this grade independent study work is more 
definitely emphasized, special attention should be given 
to definite assignments of work. 

The Work to Be Done. In this grade, at least one 
basal reader and four supplementary readers, or the 
equivalent, should be read carefully. One book of easy 
sight reading may be added with profit. Simple story 
work adapted to the child's skill and appreciation should 
be placed within his easy reach, and at least ten standard 
short selections should be memorized. At least from 
eight to sixteen of the best dramatic selections in the 
readers should be acted by the pupils under the teacher's 
guidance. Phonic drills and games as noted (See 
Chapter XV) and definite study work should be con- 
tinued to meet the child's growing needs. Special em- 
phasis upon right habits of silent and oral reading, 
natural expression drills, proper supplementary reading, 
and seat work should be continued. 

Growing Up with the Selections. The teacher must 
not expect the child to get the complete and final 
meanings of poems or stories studied in this grade. He 
is entitled to grow up with the poem or story, and to 
get from it new meanings at each stage of his later 
development. The simple Mother Goose rhymes, inter- 
esting as they are to children, never lose their charm 
for grown-ups. 

"Ding dong bell, 

Pussy's in the well. 

Who put her in? 

Little Tommy Thin. 

Who pulled her out? 

Big Johnny Stout." 



i 5 4 STUDIES IN READING 

The child who reads this jingle with absorbing interest 
will grow up into a world in which one part of the 
population is destructive, throwing cats into the well, 
and the other part, is constructive, pulling them out. 

" Hickory, dickory dock, 
The mouse ran up the clock. 
The clock struck one 
And down it run, 
Hickory, dickory dock." 

This rhyme has been called the "most absorbing" of 
the Mother Goose jingles. The child who reads it and 
is charmed by it, need not yet realize that he is to enter 
a world of grown-ups, many of whose simple life stories 
are written in these lines. How many of them entered 
their life careers with buoyant confidence and the 
determination to win! Perhaps some trivial thing 
happened and they settled back to the dead level of 
their first achievements. 

The child who gets these jingles clearly at first with 
relatively little regard to their meanings, finds increased 
appreciation of their meanings as he grows up. So with 
all other worthy distinctive poems and stories. The old 
fable rhyme called "The Ant and the Cricket" is one 
which a child of this grade can easily understand and 
appreciate. It is one whose truth he will never outgrow. 
"Wynken, Blynken and Nod" enchants children and 
continues to charm them when they are grown. No 
child ever outgrows the truth contained in "The Buried 
Treasure." Just as the child wants to hear a good 
piece of music over and over again, and just as he loves 
it the more with many hearings, so worthy child stories 



THIRD GRADE READING 155 

and poems charm the child more and more as repetition 
and right study bring a wider appreciation of their 
meanings in his life. The child practices long and 
earnestly before he enters into a full appreciation of a 
standard musical selection. The chorus never stops 
with its first rehearsal. No more should the teacher 
expect the child to get a complete appreciation of these 
child classics at first glance or at the first simple reading. 
Her real opportunity is to face the child into these 
selections with joy and right desires, and his awakened 
energies will sweep him, a glad explorer, into the en- 
chanted grounds. 

Silent Reading and Helps to Independent Study. 
Before attempting to plan work definitely in this field, 
the teacher should read carefully the suggestions con- 
tained in Chapter XVIII and should study to apply those 
suggestions to the specific work of this grade. All the 
preceding suggestions concerning silent reading still 
hold here. The necessity for very definite lesson 
assignments arises from the need to train the child to 
work independently. Every lesson should be so defi- 
nitely assigned that the child will know exactly what 
he is to study, and so interestingly assigned that he will 
be anxious to study it. Take for example, "The Story 
of Clytie," pages 44-47. "Did you ever hear of the 
beautiful water fairy who lived in a beautiful home 
deep down in the sea? Did you ever hear of the strange 
thing that took place when once she came out of the 
water and saw the great Sun King? Read the story 
and you will find all this, and you will also discover 
how one of our common flowers got its name. While 



156 STUDIES IN READING 

you are reading this story, see if you can answer the 
questions (page 47) that are given to help you get the 
meaning. I am sure you will enjoy finding out what 
happened to this beautiful fairy." The teacher may 
use other suggestions and other means of creating a 
right atmosphere for the study of this story. Whatever 
happens, she must leave the children anxious to go on 
with a definite program of work. Other suggestions of 
definite lesson assignments are given throughout all the 
type lessons discussed for the various grades. 

Action and Expression Drills. All the suggestions 
concerning action and expression contained in preceding 
chapters are still in point here. " What Children Say " 
(pages 64 and 65) are most interesting examples of 
hundreds of available natural expressions of children 
which may be made the basis of interesting drill in 
connection with the selections in the reader. The pre- 
ceding suggestions on dramatization and the suggestions 
given in Chapter XVII, will form safe guides for the 
teacher in this grade. In addition the teacher may 
draw additional expression and action drills from a wide 
variety of life sources, of which the following are sug- 
gestive : 

The newsboy selling papers. 

The policeman warning automobile drivers. 

The policeman driving boys from the ball-ground fence. 

Calling a policeman over the telephone. 

Turning in a fire alarm over the telephone. 

The conductor starting the train. 

Calling out -going trains at the station. 

Calling the stations on the train or on the trolley car. 

Warning persons of a swiftly approaching trair 



THIRD GRADE READING 157 



Urging friends to get quickly out of the automobile's way. 
Selling tickets to the circus. 
Imitating the auctioneer. 
Expressing fright at imaginary burglars. 
Expressing joy over the unexpected return of a friend. 
Calling playmates to a merry game. 
Singing the baby to sleep. 
Talking so as not to waken the baby. 
Expressing joy over a beautiful present. 
Expressing picnic delight. 
Cheering the winning team. 
Consoling the losers. 
Calling for help as thin ice cracks. 
Scolding a boy for shooting at the birds. 
Calling different animals on the farm. 
Calling the men to dinner. 
Imitating bird calls. 
Clever imitations of other animals. 
Giving three cheers for returning soldiers. 
Cheering the flag. 

Cheering the boy scouts, girl scouts, camprire girls, Red Cross 
nurses. 

Giving three cheers for a great national leader. 
Commenting on the big patriotic parade. 

These lively drills from experience should be connected 
closely with drills from the lessons themselves. Sug- 
gestive action and 'expression drills may be found in 
almost every selection in the Third Grade Reader. 
Among interesting examples, the following will prove 
especially suggestive: 

The flower thanking the wind and the sun, page 9, 
The turtle's call for help, page 11. 
The dog's fierce warning, page 21. 
The ox's comment, page 22. 



158 STUDIES IN READING 

The younger son's words, page 60. 
The words of the princess, near the bottom of page 67. 
The wolf's words to the ape, page 75. 
The cat's last words, page 79. 
The stars' answer, page 83. 

Dialog between Red Riding Hood and the "grandmother," 
pages 93-94. 

The monkey's last words, page 108. 
Willy's words, beginning at the bottom of page 114. 
Dialog of Little Brother and Pedro, pages 122-123, 
Speech of the Beast, at the top of page 185. 
Speech of Brother Rabbit, page 245. 

Lively exercises from life and interesting action, and 
expression drills from the readers, should be followed by 
expression drills created by the children themselves from 
the dramatic situation supplied by the reading selec- 
tions. Here are a few hints based upon dramatic 
situations in the Third Grade Reader lessons. The 
children, if properly guided, will create their own 
expressions and enter the more naturally and the more 
enthusiastically into this important field of reading 
activity: 

What the men probably said about the turtle, page 13. 

W T hat the elephant and the monkey each said to himself after 
the owl's decision, pages 37-38. 

What the cricket said to himself when turned out of doors, 
page 41. 

What Clytie said to herself concerning the Sun King, page 46. 

What the Jackal said after his experience, page 52. 

What the Indians said in their great scare, page 71. 

What Grandma probably said about Richard after the candy 
cat disappeared, page 87. 

What Red Riding Hood said and did in her great fright, page 94 . 



THIRD GRADE READING 159 

What the cats said to each other after the monkey ate the 
cheese, page 108. 

What Willy said when the bed returned, page 115. 

What the King said when the bells rang after Little Brother's 
offering, page 122. 

What the sisters said when the prince chose Cinderella, page 
215. 

What Brother Fox said when he was outwitted, page 245. 

What Coralie's playmates said to themselves after her con- 
fession, pages 257-258. 

Phonic Work and Its Application in This Grade. 

The phonic work as outlined in Chapters III and XV and 
continued in the second year, should be definitely con- 
tinued through this grade. By this time, the child, has 
acquired real facility in discovering the pronunciations 
and meanings of new words as used in the sentences. 
Special stress should be placed upon the meaning of 
the word, not as it stands alone, but as it is used in the 
sentence to be read. This definite drill lays a sound 
foundation for learning the meanings of words through 
the use of the dictionary in later years. If the chil- 
dren are not reasonably independent in their recogni- 
tion of new words here, they should be given the most 
thorough reviews and elementary drill exercises, as 
suggested in Chapter III. 

Children who have had the work from the beginning 
will give no trouble. The difficulty arises among those 
who drift in from other schools having had little or no 
preparation in phonics. In order to bring a class to a 
uniform standard, review of the phonetic course out- 
lined in Chapter XV would be beneficial. As children 
of this age progress much more rapidly than beginners, 



160 STUDIES IN READING 

from five to ten minutes' daily drill would soon take 
them through the whole course. Start at the beginning 
with the letter sounds. A child in this grade should 
know his letter sounds, and testing him is the only 
means of making certain that he does know them. 
Use some concert work, with individual drill, for those 
who are weak. 

The phonics outlined deal principally with words of 
one syllable. Third grade children should be given 
exercises in dividing longer words into syllables in 
which they may recognize the phonograms of their 
earlier lessons in phonics. 

TYPE LESSONS FROM THE THIRD GRADE READER 

The power developed in first and second grade reading 
should be extended in the third grade. All the inter- 
esting helps and devices used should be continued with 
the widest possible variation suggested by the teacher's 
originality and skill. Definite use should be made of 
the artistic illustrations, suggestive introductions, the 
questions, the word lists, suggestions for action and 
expression, and lists of other selections, as directed in 
the previous chapter. In following the lesson plan as 
outlined in Chapter II, the teacher will always face her 
children happily into the truth of the selection, and give 
them the means of reading it with genuine appreciation. 
Only a few type lessons need be discussed here. 

The Flower's Thanks, pages 7-10. The picture and 
the suggested mystery of the introduction create the 
proper atmosphere for this delightful nature study. 
"Who did deserve the thanks for helping the dying 



THIRD GRADE READING 161 



flower? Why should not the rain take the credit? 
Let's read and see. The questions at the close of the 
selection will help us to find who really did deserve the 
flower's thanks. After you have read the story and 
studied the questions, see if you can find the answer to 
each. Be prepared to answer these questions in class. 
Also ask any other questions which occur to you as you 
read this story." 

If the children have not had definite silent reading 
training or if they need more at this point, this is an 
excellent opportunity to give it to them. Let them 
read the first paragraph silently, and tell exactly what 
it tells them. By this time the children should be able 
to give correct short summaries of the substance of 
these short paragraphs. "What does the second para- 
graph tell? The third?" If the children's answers do 
not show clear grasp of the thought, let them read the 
paragraph again very carefully. Let them read and 
re-read it until, under tactful guidance, they acquire a 
clear grasp. Definite word study should accompany 
each of these lessons as in the previous grades. After 
the child has studied and discussed the selection, he is 
ready to read it orally, giving the proper expression to 
convey to others the definite thought intended. All the 
child's experiences in the broad field of nature may be 
drawn upon as a basis for his appreciation of the truth 
of this selection. Many other selections carry this 
beautiful nature message. Poems or stories memorized 
or read by the children may well be renewed here. 
New poems and stories may be suggested as hinted 
under "Other Selections." Perhaps one child may read 



i62 STUDIES IN READING 

one selection, giving his idea of what it means, another 
may read another selection, and so on. The children 
usually want to express the height of their appreciation 
for this selection by acting it out in their own original 
way. 

The Monkey and the Elephant, pages 35-38. The 
hint of the quarrel, and of how it was decided, sup- 
plemented by the strange illustration, awakens an eager 
desire to read the story. The lively dialog from the 
first sustains the keenest interest and leads the child 
headlong through the story. At the first rapid reading, 
the children will get the bare outline of the story. 
They should be encouraged to read and re-read this 
story until they can answer definitely the questions 
which help them interpret it. The selection offers a 
wonderful opportunity to bring out fine shades of ex- 
pression to interpret the various meanings. The char- 
acters in the story are so human that the children 
might well be asked, "If the elephant were a person, 
what truth would he learn from the owl's decision? If 
the monkey were a person, what truth would he learn? 
If the owl were a person, what kind of judge would he 
l>e?" This is least of all a general nature study, but 
rather a keen study of human nature made the more 
charming because the children are given glimpses into 
the world of men and women, through the speech and 
action of animals. In interpreting this story through 
action and expression and in reading similar selections, 
the teacher should note that these stories convey to us 
in most artistic fashion, through the action and words 
of animals, truths which we would not accept if 



THIRD GRADE READING 163 

preached to us directly by persons. Similarly, "The 
Camel and the Jackal," pages 49-53, may be studied and 
interpreted. 

fhe Buried Treasure, pages 57-61. Here is a real 
thrift story. The suggestion of finding wonderful 
treasure at once awakens the keenest interest. All the 
suggestions and helps of the reader should be used in 
keeping with the general lesson plan when the truth of 
this selection is finally discovered by the children. 
They should be permitted to discover what real thrift 
is and how such thrift as that indicated in this story 
may be practiced in the home, in the school, in the shop, 
in the store, and in the factory. This story gives a 
definite, sane balance to all the fanciful stories in litera- 
ture which hint of getting something for nothing. 

A Jack-o'-Lantern Scare, pages 69-72. The scare 
itself, so well illustrated in the picture, creates an at- 
mosphere which lends itself to the gruesome and the 
mysterious connected with Hallowe'en. Upon this basis 
the children may well study the early historical setting 
to catch something of the spirit of the early pioneers. 
The children must not be expected to retain much of 
the history, but rather to get the definite flavor, which 
may be enlarged in the later historical studies. The 
story of the American Indians, and all other early 
human mystery stories, may be properly read with this. 
The all-absorbing interest, however, is in the Jack-o'- 
Lantern Scare, which touches every child's experience. 
Let the children tell of jack-o'-lantern scares they have 
had and of how they plan to frighten others on Hal- 
lowe'en. A discussion of strange Hallowe'en customs 



i6 4 STUDIES IN READING 

and of rare Hallowe'en joys may properly accompany 
the lesson. 

Little Red Riding Hood, pages 89-95. Few hints 
need be given regarding the teaching of this charming 
folk tale. The tale, however, is not usually rightly 
understood and interpreted. The questions given at 
the close of this story hint that what happened to Red 
Riding Hood was partly in consequence of Little Red 
Riding Hood's own delay and mistakes. Too often the 
children have been led to sympathize wholly with Red 
Riding Hood instead of catching the real truth as 
dramatically interpreted in this selection. Southey's 
version of the " Three Bears" reveals almost the same 
truth. We are charmed with Goldilocks, but we are 
not left in doubt as to why she got into trouble. Many 
other selections may be read or told with delight and 
profit in this connection. 

Dust Under the Rug, pages 219-228. This is one of 
the most fascinating of recent children's stories. The 
illustrations and helps are sufficient to guide the teacher 
in properly facing the children into the truth of this 
selection. As in previous stories, the teacher should 
not preach, but by tactful guidance, should permit the 
children to discover truths for themselves. The children 
will insist on acting the story. They should work out a 
plan for acting it, and should devise all the helps and 
exercises needed to show the strange rug, the old fire- 
place, and the little dwarfs. With a few tactful sug- 
gestions, the children will readily devise the means for 
conveying to little Minnie the messages of the stars, 
and for revealing the voice of her own conscience. In 



THIRD GRADE READING 165 

this connection, "The Necklace of Truth," the closing 
selection in the book, may well be studied and inter- 
preted through action. 

Brother Fox's Tar Baby, pages 239-246. Fun, jokes, 
and tricks are always of keen interest to children. This 
is one of the best of the old trick tales. The mere sug- 
gestion of a "tar" baby challenges lively interest, and 
the series of pictures and actions showing Brother 
Rabbit's awful predicament challenge the interest and 
imagination to the utmost. 

Turning a trick as Brother Rabbit did, adds addi- 
tional fun and charm. This story should be read and 
enjoyed, not to drive home any truth, but for the sheer 
pleasure of reading an entertaining story. The children 
will want to tell the story to others, and they should be 
encouraged to do so. Let those who can tell it well, 
tell it to children of the lower grades or even to children 
of the upper grades. When they have worked out 
plans for acting it well, let them act in the presence of 
other children for the pure joy and delight it will bring 
to all. 

The resourceful teacher will readily devise other 
possible variations of the general lesson plan throughout 
this book. No two of the selections are alike. While 
the general lesson plan may be followed, the introduc- 
tions and settings may be varied at the teacher's pleasure, 
and the process of acting and interpreting the stories 
will call for the finest ingenuity and originality on the 
part of both teacher and pupils. If the children have 
been led definitely through the first three grades of their 
reading work following this general plan, they will have 



1 66 STUDIES IN READING 

acquired the skill to read with appreciation the selections 
that are within their range. The foundations will have 
been laid also for an appreciation for good reading, which 
will increase more and more, the longer the child lives. 
True reading with appreciation implies not only reading 
the selections at the time, but growing up with them 
and loving them more through succeeding years. 



CHAPTER VII 
FOURTH GRADE READING 

Aimsr of Fourth Grade Reading. The aims of the 
previous grades should be kept constantly in mind. 
The pupil should here read aloud fluently and with 
correct expression. He should complete the mastery of 
phonics so as to be able easily to get new words inde- 
pendently. He should be drilled in correct pronuncia- 
tion, distinct enunciation, clear articulation, and proper 
expression as means of conveying to others the thought 
he himself gets from the printed page. Through his 
own efforts he should be able to grasp the thought of 
what he reads so clearly as to enable him to reproduce 
it in a simple way. Special stress should be given to 
correct methods of thoughtful silent reading. Thought 
using as well as thought getting must claim the child's 
attention. He must learn how to study well all the 
work of the grade. 

A Critical Transition Stage. There has always 
appeared to be a gap between third grade and fourth 
grade readers. Certainly there is a chasm to bridge 
here. The pupil has heretofore concentrated his 
energies on formal reading, or on reading to get and to 
express the thought. He has had to work hard on the 
mechanical side. Just as he becomes proficient in 
formal reading in the third grade, he finds himself 
suddenly plunged into a new situation where, in the 

167 



1 68 STUDIES IN READING 

fourth grade, he must read a great deal outside of his 
reader. His home geography, his elementary language, 
and his number book divide honors with the reader. 
He faces a multitude of strange words, and he faces the 
necessity to read in order to use what he reads. He 
must read with a changed motive. The Fourth Grade 
Reader is here planned with this in mind. Study ques- 
tions, additional notes and helps, diacritical markings 
introduced to prepare for and to supplement the use of 
the dictionary, enunciation and expression drills to 
assist in perfecting the mechanics of reading, and 
action and dramatization exercises to give grasp of the 
thought and facility in natural interpretation, are used 
throughout the text. 

Silent Reading and Independent Study. The teacher 
should first have the child read a part of a story or 
poem silently to find the answer to a pointed question 
she has asked. The child may read aloud the passage 
which proves that his answer is correct. She should 
continue the exercise until she is certain that the child 
understands just what is wanted. Later she may write 
questions on the board permitting the child, in silent 
reading of the story, to find the correct answers. The 
teacher should be quick to help pupils who fail to do 
definite silent reading work. Next, the textbook ques- 
tions on the selections may be discussed in a study- 
period of silent reading. Later the pupils should pre- 
pare answers to questions independently and participate 
in lively class discussions of the questions. Pupils' 
answers to questions show clearly their abilities as silent 
readers and their skill in study. Vary the exercise by 



FOURTH GRADE READING 169 

having one child reproduce the story, another tell what 
he thinks is the most interesting point and why, and so 
on. (See Chapter XVIII.) 

The interesting, definite assignment consistently used 
and conscientiously followed up is the best stimulus to 
independent study. 

Reading Skill Used in Other Branches. Too often, 
children may know number combinations perfectly and 
read glibly from their readers, yet not be able to solve 
the simplest problems in the number primer. What is 
wrong with such children? They are poor readers. 
They are not able to get the thought and use it. 
Once they are definitely trained in right habits of 
silent reading and study, they will, with slight help, use 
this skill in mastering other subjects. Those trained to 
answer definite questions or to recite definitely on topics 
in reading will turn their skill to account in mastering 
their geography or language work, if the assignments 
are equally definite. (See Chapter XVII.) 

Expression, Action, and Dramatization. The expres- 
sion drills following each selection should be used 
definitely to give the pupil a clearer, firmer grasp of the 
thought. Tongue twisters outside of the story may 
charm and entertain, but real help comes from inter- 
esting practice on passages which offer real difficulty. 
A few of the most troublesome passages are suggested 
for special drill. The teacher should select other 
passages if necessary. Have the pupils read the pas- 
sages slowly with correct pronunciation and distinct 
articulation, first outside of, then in connection with, 
the story. These exercises used regularly will greatly 



i 7 o STUDIES IN READING 

improve pronunciation, enunciation, articulation, and 
expression, for they constitute natural drill materials to 
challenge the best efforts of the pupils. 

Dramatization and acting may, as in the preceding 
grades, either precede or follow the oral reading. In any 
event, the teacher should lead the pupils to arrange the 
details and to plan to carry them out. They should 
feel the responsibility for arranging the. scenes and 
situations, for devising crude costumes where necessary, 
for assisting in assigning the parts, and for adding clever 
original touches to increase the delight while clarifying 
the thought. 

Diacritical Markings and Preparation for the Use of 
the Dictionary. Diacritical markings are here intro- 
duced in the word lists for the convenience of the 
teacher, and for the use of the pupil in case he is taught 
the use of the dictionary in this grade. See Chapter 
XIX, on "The Use of the Dictionary and Reference 
Books" for directions for teaching beginners how to 
use the dictionary. The meanings and uses of dia- 
critical marks and the alphabetic arrangement of words 
should be made clear as first steps in teaching the 
use of the dictionary. The phonic drills given earlier 
should add cumulative skill to supplement dictionary 
drills. 

The Work of the Grade. At least one basal reader 
and three supplementary readers or their equivalent 
should be read in the fourth year. From six to twelve 
stories should be well dramatized, and from five to ten 
good poems should be memorized. Thoughtful silent 
reading, clear-cut oral recitations, and right methods 



FOURTH GRADE READING 171 

of study should be insisted on in all the other work 
of the grade. 

TYPE LESSONS FROM FOURTH GRADE READER 

The lesson helps are so complete in the Fourth Grade 
Reader that it is unnecessary to give a detailed treatment 
of every lesson. A few type lessons are here discussed 
to show how the lessons may be still further enriched 
and the exercises varied to add interest and charm. 

The Tale of Peter Rabbit, pages 9-15. How 
many have read "The Tale of Peter Rabbit"? This is 
a story already familiar to the children. Who can tell 
us something about Peter Rabbit? How did he happen 
to get into so much trouble? What scary things hap- 
pened to him? Ask several of the children to bring 
their Peter Rabbit books with pictures. Ask all to 
think of the mischief they have known rabbits to do in 
the garden. Now this story tells all about Peter Rabbit 
and his big scare. Let's read this story quietly to find 
what we can about this mischievous little rabbit. 

The Study Recitation. At the next period, the 
teacher may first show pictures of Peter Rabbit, then 
answer questions which arise from the children's first 
attempts at reading the story. Then she may direct: 
"All open books at The Tale of Peter Rabbit, page 9. 
What is this tale about?" After giving a moment for 
quick answers, she may continue, "Who was Peter 
Rabbit? Now read the first paragraph to yourselves. 
Where was his home? Who else lived in that home? 
Now, read the second paragraph quietly. Why did not 
Mrs. Rabbit want her children to go into the garden? " 



*/2 STUDIES IN READING 

In this type of study recitation alternating silent 
reading and the oral discussion of discoveries made, the 
children betray their points of strength and points of 
weakness in study. The teacher can easily give help 
where help is most needed. She will easily discover 
words and phrases not familiar. 

Discussion of Questions. A next period may well 
be given to a discussion of the Exercises, which should 
have been previously assigned as a result of the study 
recitation. Answers to questions should be made by 
the pupils independently, and the teacher should not use 
any pupil's answer as an occasion for " preaching" or 
" moralizing. " Only what the pupil is led to discover, 
not what is preached into him, sinks into his soul. 

Oral Reading and Dramatization. An exercise may 
be devoted to drill on difficult words and to articulation 
drills. These drills are doubly interesting because they 
cover the dramatic turning points in the story. After the 
difficult words and articulation drills have been cleared 
away, and after oral discussions have shown a mastery 
of the thought, the pupils may read the selection orally. 
The oral exercise will reveal additional mechanical diffi- 
culties over which the pupils should be tactfully helped. 

Then the selection may be dramatized, the pupils 
making the plans under the teacher's direction. Pupils 
will be quick to suggest what can be used for the garden, 
the tool-shed, the water can, the pond, the fir-tree home. 
Four scenes will suggest themselves: the home scene 
beneath the fir-tree, Peter's first adventure, Peter's 
wanderings and second adventure, the home treatment 
of Peter. 



FOURTH GRADE READING 173 

Broadening the Appreciation. The pupils may then 
be told other short stories or read poems of strange 
quests and related adventures. Preferably, the children 
should be directed definitely where to find other similar 
tales and should be permitted to tell or read in class the 
ones they like best. 

The Lark and the Farmer, pages 20-23. Follow 
here a plan similar to that just presented. Add clever 
questions to make the pupils desire to read the story. 
Some have already heard it. Do they like it? Use the 
hints in Notes 1-3, page 22, to stir up keener interest. 
Silent reading and right study habits may easily be 
developed here. The whole is in the form of a dramatic 
dialog. The articulation drills almost tell the whole 
story while covering all the type difficulties in articula- 
tion. The study exercises are clear and pointed. They 
lead the child to discovery. Again, the teacher must 
not " preach. " 

This lesson may be dramatized first, with books in 
hand, by having one child read the connecting parts, 
and by having the pupils in turn read the parts spoken 
by the lark, the little ones, the farmer, and the farmer's 
son. Then without books, the pupils will quickly 
arrange their own clever dramatic version. "The 
Buried Treasure," "The Wheatfield," "Belling the 
Cat," and "Little Brown Hands," are among the best 
of the additional readings suggested. 

One, Two, Three, pages 35-38. The suggestions 
in the text are sufficient to guide the tactful teacher. 
A game of hide-and-go-seek between a little crippled 
boy and a wrinkled old grandmother who "couldn't go 



i74 STUDIES IN READING 

running and jumping" is a perfect dramatic setting for 
children. Have the children play the game as the 
little boy and his grandma played it. Have them ask 
questions and give the answers in complete sentences. 
Longfellow's "Children's Hour" and Hawthorne's "The 
Paradise of Children" are among the choicest of the 
additional readings. 

How the Indians First Obtained Fire, pages 
88-94. This is an interesting conversation action lesson 
which calls for few directions other than those given. 
Indian life may be studied here. Pictures of Indians, 
of wigwams, and of all kinds of available Indian tools, 
weapons, or relics will vivify the work. Stress especially 
the additional readings, having the pupils read and tell 
other Indian stories, myths, and legends. Correlate 
this work with the study of the Indian race in geography 
and with the story of the American Indians in history. 

Jack and the Bean Stalk, pages 245-263. This 
is a matchless old story admitting of a great variety of 
methods of treatment. First, the issue of this dramatic 
story should be clearly drawn. Jack, a worthless, or 
care-free, boy who had not discovered his life work, 
was strangely guided by a Fairy who told Jack that a 
cruel Giant, whose life his father had saved, had mur- 
dered the father, robbed the estate, and left his mother 
in poverty. The Fairy revealed to Jack his life work 
of restoring the wrong. In the child's world, the Giant 
represents wickedness; the Fairy, goodness and right. 
Then there is no blood-and-thunder here. Instead, we 
have the charming story of a care-free boy awakening to 
his life work and allying himself with righteousness 



FOURTH GRADE READING 175 

against wickedness to restore a cruel wrong. Jack is the 
children's Hamlet, for the story of "Jack and the 
Bean Stalk" is constructed on a theme similar to that 
of the Shakespearean classic. This story may be used 
as the basis of more sustained reading work. The 
craving for a longer story may be satisfied here as in 
"The Ugly Duckling/' and helps and suggestions are 
provided to insure definite assignments, definite prep- 
aration, lively recitations, and vivid dramatic action. 

Variety of Treatment. Although the study plan is 
the same, the Fourth Grade Reader offers such a wide 
range of fundamentally interesting poems and stories 
that no two can be developed exactly alike. Different 
settings must be created for each. Different messages 
challenge the utmost resourcefulness of pupils and 
teacher as to method of study. The widest range for 
action and dramatization is afforded, and the additional 
readings are drawn from the richest fields of child 
literature adapted to the grade. 



CHAPTER VIII 
FIFTH GRADE READING 

Aims of Fifth Grade Reading. The foundations laid 
in earlier grades should be used fully here. Mastery 
of the simpler mechanics of reading, fluency, correct 
pronunciation, clear articulation, and natural expres- 
sion should be assumed. The basis for good silent 
reading and right habits of study should have been 
established. If, however, pupils are weak in any of 
these essentials, the teacher should unhesitatingly in- 
troduce the reviews or additional drills necessary to 
strengthen the weakness. All careless habits should 
be corrected. In addition, the reading work of this 
grade should aim specifically (1) to perfect the child's 
skill in the use of the dictionary, giving him a mastery 
of the mechanics of word-getting, (2) to strengthen the 
pupil's powers of getting, holding, appreciating, and 
expressing the author's thought, and (3) to stimulate 
his independent mastery of all other subjects in the 
grade. 

The Work to be Done. One basal reader and at 
least three supplementary texts, or the equivalent, 
should be mastered. Supplementary library reading 
should be assigned to correlate with other subjects, such 
as interesting geographical readers and live history 
stories. From two to ten selections should be drama- 
tized, and from five to ten poems memorized. Ample 

176 



FIFTH GRADE READING 177 

practice should be given in oral and directed silent 
reading from the texts in arithmetic, history, language, 
and geography. The use-the-thought side of reading 
should be strengthened in frequent study-recitations in 
these other subjects. 

The Use of the Dictionary. If the use of the dic- 
tionary is postponed until this grade, or if pupils are 
not proficient in its use, the most careful drill should 
be given. Real skill is developed by directed use and 
by the independent use that should naturally follow. 
After the pupil is shown how to use the dictionary and 
what help he can get from it, he must then use, use, 
use it until its right use becomes habitual. He should 
no longer rest easily in the presence of strange words. 
If their pronunciations and meanings are not clear from 
his knowledge of phonics or from the context, there 
should be developed in him a skill and a facility which 
impel him to use the choicest available tool of word- 
mastery. (See Chapter XIX.) 

Reading Skill Used in Other Subjects. Can the 
fifth grade pupil get the point to the problem in arith- 
metic? If not, he should be trained in facility to do so 
with accuracy. Most slip-shod work in arithmetic 
results from careless habits of reading the problems. If 
the pupil does not get the substance of the history text, 
or of the geography story, he should be given clear-cut 
study-recitation drills until the process of text-mastery 
is clear. The teacher should not be satisfied with either 
the oral or the silent reading of her pupils, unless they 
read with commendable accuracy, facility, and appre- 
ciation in all subjects. 



178 STUDIES IN READING 

TYPE LESSONS FROM THE FIFTH GRADE READER 

Once the lesson plan with its many possible variations 
is understood, few lessons will need to be more specifi- 
cally outlined than in the text. The resourceful teacher 
will readily supply a most charming variety of settings 
and will naturally create a world of rich suggestions for 
carrying on the work. Only a few lessons typical of 
different kinds of reading work in the grade need be 
discussed in detail. 

The American Boy, pages 1-5. Here is an excellent 
patriotic selection. The flag, the picture of Independ- 
ence Hall with a word of explanation of its meaning, 
the suggestions of the Glorious Fourth with its glad 
shouts, firing of cannon, and waving of flags — these give 
the proper setting. Has one of the class visited Inde- 
pendence Hall, or the Betsy Ross home where the flag 
was born? Let him tell of the visit. Why do we salute 
the flag? What does it stand for? What respect have 
you seen soldiers or others show the flag? Who is 
speaking as this poem opens? Who answers in the 
second stanza? Just what is the situation? Now, let 
each read this poem carefully, and see how much more 
you get from it as you read it and re-read it until you 
can answer correctly the questions under " Exercises." 

Word and Articulation Drill. Devote some time to 
helping the children discover the pronunciations and 
meanings of words that bother. Drill definitely on the 
articulation exercises suggested and add others if desired. 

Silent Reading Drills. Using the questions under 
"Exercises" or others that suggest themselves, give the 
children a thorough drill in silent reading. In this way, 



FIFTH GRADE READING 179 

they will master the thought and be ready for an inter- 
esting exercise in oral reading. 

The Oral Reading Lesson. Have one child act as 
the "father," one as the "son," and, if conditions 
permit, let the others give three cheers for the flag. In 
any event, the flag and the imitation of the far-off 
cannon roar and shouts in the distance may be arranged. 
Then have the stanzas read in turn in this dramatic 
setting. Let two others see if they can produce a 
better interpretation. What is the true meaning of the 
boy's ringing shout? What last word did the father 
give the son? 

Additional Readings. The pupils have a wealth of 
patriotic stories, poems, and songs from which to choose. 
Let each read a short selection carrying a patriotic 
message or recite a patriotic poem memorized the pre- 
ceding year. The "Star-Spangled Banner" might be used 
with good effect. Be sure that the entire exercise leads 
the pupils to discover for themselves new reasons for 
loving and for defending our country. 

Little Brown Hands, pages 12-15. This poem car- 
ries a message of respect for honest toil. Telling the 
story of how the poem came to be written, and of what 
the fifteen-year-old girl received for writing it, creates 
the right atmosphere. The pupils will be eager to 
read but they will meet many difficult words and 
expressions. Many will fail to get the clear pictures 
without definite help. Let them try the poem. Encour- 
age and help them to look up the pronunciations and 
meanings of troublesome words, and to master the 
difficulties of articulation. In the study-recitation. 



180 STUDIES IN READING 

strengthen the children's skill to read this type of 
selection well silently. This poem tells what little 
brown hands do, and what becomes of them. Read 
the first four lines quietly. What do these lines tell of 
little brown hands? What sounds are heard as the 
cows are driven home? What pictures are given us? 
What do the next lines tell us? And so on through the 
clear pictures of work and play. The children may 
require special help on the last stanza. What does the 
sword stand for? the chisel? the palette? Lead the 
children to see that little brown hands when grown 
defend their country, do the world's work, and create 
works of art for our enjoyment. Oral reading to inter- 
pret the clear thought and to convey the beautiful 
pictures is now a real-life exercise, and the children 
should be permitted to enjoy it. Many will want to 
memorize and read the poem to the school. Other 
poems from "Additional Readings" or poems previously 
memorized, may be read or recited to reinforce the 
thought of the mingled joy and responsibility of little 
brown hands. 

Beautiful Joe, pages 55-64. This is always a favor- 
ite. The story may have been read to the children 
earlier, but they never tire of reading and re-reading it 
themselves. How many of the children have pets? 
Let each tell of his pet. Here is the story of a dog 
told by himself. The children are anxious to read it. 
Silent reading, definite study, and word drill exercises 
are carried easily in the spell of intense interest attached 
to the story. The children will want to read the entire 
book, " Beautiful Joe." With this story, "Black 



FIFTH GRADE READING 



ISI 



Beauty" may be read, with readings, stories, and recita- 
tions on other pets and on kindness to animals. The 
suggestions in Notes 1-4, page 63, will enable the 
teacher to get permanent life-values from such a lesson. 
" Daniel Webster's First Case," pages 91-95, offers a 
rare opportunity to impress the same thought in cleverly 
worked out dramatic form. 

Paul Revere's Ride, pages 158-167. This study 
correlates well with history and geography. Enough of 
the thrilling story of Revolutionary times should be 
told to give a clear setting. Why did Paul Revere take 
this ride? What was at stake? Tell the story of the 
ride. Study the picture (page 159). Be sure the map 
of Boston and vicinity is clear. The teacher should 
sketch the situation on the board. . Such a sketch will 
make clear every otherwise obscure expression and 
reference. If possible, it would be better to have one 
group look up in the history and report the story of 
Paul Revere, and another group study the situation 
and sketch the map, making clear explanations of it, 
as the geographical setting. Make use of all available 
helps in the Introduction, Notes, Exercises, and Addi- 
tional Readings. Be sure to have the children under- 
stand just when the poem was written, what was taking 
place then, and why Longfellow was telling this story 
of Revolutionary days. The last four lines will then 
convey the definite message of the poem in its true 
heroic setting. 



CHAPTER IX 
SIXTH GRADE READING 

Aims of Sixth Grade Reading. The specific aims 
here include those of fifth grade reading with important 
additions. Too often, the systematic use of the dic- 
tionary is neglected because of the amount of work 
required. Now is the time to perfect and fix as a per- 
manent habit that of the intelligent systematic use of 
the dictionary. A much greater amount of work can 
be done well if the pupil understands clearly what he 
is reading. Rapid reading drills, sight reading, and 
drills in silent reading and how to study should be 
extended in this grade. Drills in pronunciation, articu- 
lation, and expression should be naturally continued. 
Getting a clear, usable mastery of the author's thought 
in any text-book used in the grade, and perfecting skill 
in the independent mastery of all subjects in the grade, 
are minimum necessities which should be especially 
stressed. 

The Work to be Done. One basal reader and at 
least three supplementary texts, or the equivalent, 
should be studied. The supplementary work may take 
the form of interesting longer classics, or of well-written 
industrial, historical, and geographical stories. Well- 
directed outside reading is also desirable. From two to 
ten selections should be dramatized, and from five to 
ten poems memorized and recited to the school. Con- 

182 



SIXTH GRADE READING 183 

tinued special direction should be given to perfect 
the methods of systematic study in all other branches. 

The Use of the Dictionary and Books of Reference. 
With continual practice in using the dictionary the 
pupil should be shown definitely how to find in the 
encyclopedia or other reference books the facts on any 
topic assigned. The pupil's skill in investigation should 
be developed. He should be shown how to use the 
indexes, tables of content, and other helps in books of 
reference. He should be shown how to find and how 
to get the most out of any article in the encyclopedia. 
Cross references and references to other works should 
be explained. This habit of investigation can be 
developed best in connection with actual work, first in 
group-study exercises, then in individual assignments. 

Reading Skill Used in Other Subjects. Without 
properly developed reading skill, the other work of the 
grade cannot be well done. Skill in studying well the 
other subjects of the grades, depends on ability to get 
the thought quickly and accurately from the texts in 
language, history, arithmetic, and geography. The best 
test of a good reader is that he be able to read with 
appreciation, both orally and silently, from all the text- 
books of his grade, and that he be able to put to good 
use the knowledge acquired. 

If the teacher of this grade is not familiar with the 
reading work that has preceded, she should study the 
foregoing chapters. She should at least read the instruc- 
tions for teaching in the two or three grades below in 
order to know what she might rightly expect of her 
pupils. She should also familiarize herself with the 



1 84 STUDIES IN READING 

work of the higher grades in order properly to prepare 
her children for that w,ork. Reading is in no sense a 
one-grade subject. The successful teacher must grasp 
the subject as it develops through the grades. 

TYPE LESSONS FROM THE SIXTH GRADE READER 

Because of the large number of helps given in con- 
nection with each study, it is here necessary to present 
only a few type lessons. The selections increase in 
difficulty with each grade, but if the work of the prev- 
ious grades has been mastered, these studies should 
give increased independence and delight, and finer 
insight into the great world of children and grown-ups. 

The High Court of Inquiry, pages 61-69. Here is a 
rare story. The introduction gives a capital setting. 
In how many ways have you known boys to settle their 
quarrels or disputes? How do girls settle theirs? How 
do grown persons settle theirs? In what ways have 
nations settled their differences? Read this story to 
see how this group of live boys brought one of their 
number to trial. Be sure you understand every word 
and every statement. Look up troublesome words in 
the dictionary. The questions under " Exercises" will 
help you to master the story. Study the questions and 
the selection until the answers are clear. Be prepared 
to answer the questions in a spirited class discussion. 

V/ord Drills and Silent Reading Drills. It is neces- 
sary that the children know the exact meanings of the 
troublesome words. They should be able to give these 
meanings and to use the words correctly in sentences of 
their own making. Using the questions or others that 



SIXTH GRADE READING 185 

suggest themselves, give the children a rapid silent- 
reading drill over the exercise after they have studied it 
carefully. Keep the attention and interest all centered 
on the main issue of the trial. 

The Oral Reading of the Lesson. Have each pupil 
assigned a part. One may be Arthur Bonnicastle, two 
may take the part of the officials, others may be assigned 
respectively the parts of the presiding officer, Henry, 
Jack Linton, Mr. Bird, and others in the court room. 
First the lesson may be read, books in hand, the pupils 
taking care to bring our carefully the fine shades of 
meaning. The parts may be re-assigned and the lesson 
re-read to show how the new group would interpret the 
selection. Interest is added when girls are given the 
parts to show how they think the passages should be 
read in order to bring out the thought. Finally, the 
class as a whole or acting through small groups, should 
arrange a dramatic form of the selection. They should 
be encouraged to work out in an original way the set- 
ting, all the details of the "august tribunal," any 
simple costuming that will add to the realistic scene, 
and other helpful suggestions to aid in a fine interpre- 
tation of the scene. Then have the dramatic form 
acted out before the whole school or as a part of a public 
entertainment. Here is a real chance for real boys to 
read and to interpret a real boy experience. 

Broadening the Appreciation. Have members of 
the class read and report other keenly interesting experi- 
ences in which boys and girls use their wits to good 
advantage. Children of the third grade, or those in 
the fourth grade who learned the story earlier, may 



1 86 STUDIES IN READING 

enjoy dramatizing "The Necklace of Truth" for the 
children of the sixth grade. Children never tire of these 
stories. With each new opportunity to live them, they 
love them better just as they love to sing a beautiful 
song or hear a charming selection of music over and 
over again. 

In School Days, pages 98-102. " The greatest school- 
boy poem in the English language" should certainly be 
made the rich possession of every child of the grade. 
This poem gives a delightful picture from the school 
days of the poet Whittier. Who was Whittier? Where 
did he live? What kind of school did he attend? What 
is a " sampler"? Have the children find out all they can 
for themselves, then help them as far as is necessary to 
give them a keen appetite for this delicate poem. How 
did this schoolroom compare with yours? What kind 
of master taught there? Read the poem carefully. 
Look up words that trouble you. Follow the questions. 
They will help you to enjoy the poem. Here is an excel- 
lent opportunity for definite silent reading drills, and 
for natural expression drills. The succession of pictures 
is irresistible. All, however, should finally be subor- 
dinated to the clear, ringing thought the delicate poem 
pictures illustrate. That thought is couched in the last 
stanza. Once it is grasped, the poem affords a charming 
memory exercise which will linger in the hearts of 
children long after they are grown. 

The Procrustean Bed, pages 148-154. Here is the 
story of an adventure of the Greek hero, Theseus, with 
Procrustes, a cruel robber and murderer. Who was 
Theseus? Who was Procrustes? Look in the ancient 



SIXTH GRADE READING 187 

histories and in the encyclopedia. How did Theseus 
happen to be taking this strange journey? Why did 
the people call Procrustes the Stretcher? Read the 
story and learn what you can of the Procrustean Bed 
and of what happened to its cruel owner. Look up all 
difficult words, and make sure that you get the correct 
meanings. Learn the exact pronunciation of Theseus, 
Procrustes, and Procrustean. This story gives an 
excellent opportunity for silent reading drills, and for 
correlation with early history and mythology. The 
children crave familiarity with the characters of old 
mythology. They begin to see many references to 
them. Some of the more important ones may be made 
familiar by having different pupils report briefly but 
clearly on different characters connected with Theseus. 
See Kingsley's "Greek Heroes, " and Gayley's "Classic 
Myths," or look up the characters in any Greek 
history. Aside from permitting children to enjoy the 
charming adventure, let them puzzle a bit over whether 
there are persons today, who, in any way, act like 
Procrustes of old. 

The Great Stone Face, pages 307-340. There is no 
more abiding bit of child literature. The introduction 
here gives a fitting setting. The story may first be 
studied in sections, then read and told as a whole. 
Many difficult words and subtle expressions are found 
throughout the story. The pupils should not at first 
be held rigidly to a mastery of them all. The teacher 
can profitably tell the first part of the story, or read it 
with clear explanations. Then, at the right moment, 
set the eager pupils at work upon it. Perhaps, the 



STUDIES IN READING 



first exercises should be silent reading and discussion 
exercises. The giant old face with the superstitious 
beliefs concerning it, and the strange prophecy, are 
enough to chain the interest and to compel complete 
reading. 

Enough time should be spent on this study to give 
the children clear possession of the story. They will 
see new and more interesting things with each successive 
reading. The clear thread of the story should be kept 
uppermost in every mind. Have various children read 
and report others of Hawthorne's charming tales, or 
have them read or recite short poems carrying a truth 
similar to that of The Great Stone Face. In time, the 
central truth of this matchless story will make its way 
into every open mind and heart. 



CHAPTER X 
SEVENTH GRADE READING 

Aims of Seventh Grade Reading. At this stage, the 
child should be a good oral reader and he should know 
how to study. He should here perfect himself in facility 
to use the dictionary, the encyclopedia, and reference 
helps. He should be able to master the thought of a 
selection and to reproduce it in an orderly, effective way. 
His powers of discrimination, hitherto cultivated in 
systematic study, should be developed into an appre- 
ciation of, and a taste for, the best literature. Master 
of the mechanics, the child should now give his best 
energies to joyful appreciation. In his other subjects, 
he should be able to get the facts readily and should be 
encouraged to follow those facts until he discovers what 
they mean in terms of life. Thus history, language, arith- 
metic, geography, and other studies become real and living. 
Team work, socialized recitations, and group exercises, 
with special emphasis upon dramatization, will offset the 
pupil's self-consciousness and lead to better results. 

The Work to be Done. One basal reader and at least 
three other texts, or the equivalent, should be read and 
mastered. Longer classics, well-written tales of adven- 
ture, history stories, geographic readings, nature stories, 
stories of industry, or well-selected fiction may, under 
strict, sympathetic guidance, be included in the " equiva- 
lent." From two to six selections should be dramatized, 

189 



i 9 o STUDIES IN READING 

the pupils preparing carefully the dramatic forms of the 
story in correlation with the work in language. From 
three to eight poems should be memorized and given in 
class, or as part of the literary or entertainment feature of 
the school. Special stress should be placed upon develop- 
ing right tastes and choices. The library habit should be 
well begun, and a taste for home reading cultivated. 

Using Reading Skill in Other Subjects. Correct 
pronunciation, distinct articulation, and proper expres- 
sion should be re-emphasized in order that, at this 
stage of rapidly developing emotions, life-habits may 
be fixed in a setting of genuine appreciation. Here, 
also, the group exercise and the socialized recitation 
demands in all subjects clear speech, polite manners, 
and ability to make a point clearly. Each reading study 
rightly developed gives increased skill to master and to 
evaluate the thought. Language is better spoken and 
more easily written if the oral, silent, and written work 
in reading is well done. The same is true in geography, 
history, arithmetic, and other subjects. Here, too, the 
pupil can feel the use of reading as never before. Such 
selections as "The Boston Tea Party," "The Song of 
Marion's Men," "A Call to Arms," "Lincoln, the Great 
Commoner," are among those which correlate closely with 
American history. A large number of selections touch 
the history, geography, and literature of other lands. 

TYPE LESSONS FROM THE SEVENTH GRADE READER 

Here, as before, only a few suggestions on type 
lessons are necessary. Study closely the suggestions 
contained in Chapter IX. Every study should be kept 



SEVENTH GRADE READING 191 

a unit for purposes of interpretation and appreciation. 
Here many of the mechanical difficulties will disappear 
in the white-heat of interest. The teacher should feel 
free to vary the settings, the questions, the additional 
readings, in any manner which best suits her purpose in 
getting into each mind and heart an enthusiastic appre- 
ciation of the selection. The work should be unforced, 
natural, without preachment. Only what the pupils 
are led to discover and to choose voluntarily becomes a 
part of their real tastes and choices. 

Abou Ben Adhem, pages 1-3. The fanciful setting 
at once inspires keen interest. Let the pupils read and 
re-read the poem, studying and answering to themselves 
the questions as they read. Discuss the questions fully 
in class. Then have a member of the class explain 
briefly the setting and read the poem. Others may read 
to show their idea of what the poem conveys. Most of 
the pupils will memorize the poem during the study. 
What other selections carry similar messages? Let each 
read or recite a selection and tell how its message 
resembles that of "Abou Ben Adhem." Why is this 
poem such a favorite? Why are the others read also 
popular? Which of them all do you like best? Why? 
"The Bishop and the Convict" from Hugo's "Les 
Miserables" (page 163) is a charming illustration of the 
truth of Abou Ben Adhem. 

The Wonderful One-Hoss Shay, pages 73-80. Chil- 
dren of this grade like fun, especially if it has sense in it. 
Here is a poem that makes us smile, and think. That's 
why we like it. And why isn't it true? How could a 
chaise break down if every place was "uz strong uz the 



192 STUDIES IN READING 



rest?" What is logic? Then, according to logic, how 
could such a carriage break down? Read and study 
the poem. Be sure that all difficult words and historical 
references are clear. The notes will help, and the 
questions will make you think hard. Prepare to discuss 
the questions in class. What peculiarities of speech 
do you find? Why are they used in the poem? Point 
out playful passages which add to the humor. What 
humor do you find in the poem? What do you like 
best about it? Have individuals read the poem aloud 
to give the class their interpretation of it. Different 
groups may also be assigned the task of clear-cut oral 
interpretation of the poem. Have the pupils read to 
the class other poems or stories which in any way 
resemble this. Mark Twain's " Whitewashing the 
Fence," from "Tom Sawyer," should be read and 
enjoyed here for its real fun and keen sense. Most of 
the other additional readings suggested give more 
serious, but none the less enjoyable interpretations. 

A Call to Arms, pages 91-99. Each pupil should 
first get a definite understanding of the historical setting. 
W 7 ho was Patrick Henry? Why was he speaking? 
Just what was at stake? Get all you can from the 
history and from the encyclopedia. Read closely the 
eye-witness's account of how Patrick Henry delivered 
the speech. Read and study closely every word, 
every phrase, every sentence of the speech. Study the 
questions. Be prepared to discuss them in class. Here 
is a challenge to the most careful silent readers. After 
the pupil has mastered the address, he should re-read 
the account showing how it was delivered. Then he 



SEVENTH GRADE READING 



193 



may well memorize it and deliver it to show forcefully 
his best interpretation. Many of the pupils will want 
to know this, one of the most memorable of orations. 
The class will be interested in reading and report- 
ing other selections from Revolutionary times. Let 
them show their preferences, giving reasons for their 
choices. 

The Trial by Combat, pages 257-274. This stirring 
tale is one of knights and ladies of long ago. Look up 
carefully knights, ladies, castles, tourney, tilt and tilt- 
yard, chivalry, and other troublesome words. If pos- 
sible, f nd and bring to class pictures of kn : ghts, ladies, 
and tournaments. Read the introduction to the lesson, 
which gives the complete setting and connection with 
the rest of the story. Then read the story. Re-read 
it, studying the questions, and preparing to answer 
them in class discussions. Nothing can prevent the 
natural outburst of sustained interest in such a story, 
once the situation and text are clear to the children. 
Some will want to read the remainder of the book. 
Some will delight in preparing a dramatic form of the 
story. Under favorable circumstances, many teachers 
have had their classes arrange a simple stage setting 
with costumes suggestive of mediaeval knighthood, 
and have acted the scene, arranging clever interpreta- 
tions of the actual combat itself. Let the pupils read 
and bring to class the best of their readings, carrying 
similar messages. 

The Vision of Sir Launfal and Rip Van Winkle. 
These longer selections are included with the necessary 
helps and suggestions for study in order that the pupil 



i 9 4 STUDIES IN READING 

may develop the power of sustained application and 
grow correspondingly in right choices and capacity to 
appreciate the best within his grasp. The teacher 
should be an enthusiastic, appreciative master of these 
as of other reading studies in order to get the best 
results, 



CHAPTER XI 
EIGHTH GRADE READING 

Aims of Eighth Grade Reading. In this grade, the 
re-drills suggested for the Seventh Grade should be 
quietly perfected as a means of helping pupils to form 
and fix life-habits. Many of the earlier habits formed 
are greatly disturbed at this time. Quiet, . helpful, 
sympathetic attention to perfecting skill in pronuncia- 
tion; articulation, enunciation and expression; to restor- 
ing right habits of study; to increasing skill in investiga- 
tion, and to the cultivating of still finer appreciation of 
and taste for the best, is an essential of good teaching of 
reading in this grade. Reading with appreciation has 
become identical with learning with appreciation. The 
learner, through reading skill, has had unlocked the 
doors of knowledge. Through growing appreciation 
he has come to interpret his knowledge in terms of 
life-worth. 

The Work to be Done. One basal reader and at 
least three other texts, or the equivalent, should be 
mastered. Habits of mastery in previous grades will 
make mastery of the work a real pleasure here. "The 
equivalent" may be interpreted as in the Seventh 
Grade, with larger freedom of choice of well-selected 
library books. The pupil should now have the 
" library habit" fairly well established. From two to 
six longer dramatic exercises should be arranged and 

i95 



ig6 STUDIES IN READING 

acted, and from three to eight choice selections me- 
morized. 

Fixing the Library Habit. Skilful use of the dic- 
tionary, the encyclopedia, and books of reference, lead 
naturally to the developed " library habit." "Other 
selections" throughout the series have had a similarly 
beneficial effect. The child should come to look upon 
the library as a friend in need when he wishes to settle 
a perplexing question, and his munificent benefactor 
when he has time for pleasure and recreation. With 
the development of right tastes and right choices, the 
pupil will naturally enjoy spending a part of his leisure 
or recreation time in enjoyable reading. The teacher 
should see to it that the child has access to the best 
books within his reading range. The school library, 
the city library, and the home collection may be drawn 
upon. Now is the time when the child longs as never be- 
fore to enter into and to know the world of grown-ups. The 
library offers an attractive open door, and consequently 
the library habit should be happily fixed at this time. 

Correlation With Other Work. Much reading skill 
and appreciation may be developed in connection with 
the language work. Correct oral interpretation, well 
made oral recitations, and convincing discussions are 
valuable in all recitations. The history work offers the 
finest possible opportunity to use reading skill. Ability 
to read rapidly and to retain the substance for ready use 
is invaluable. This is also true in civics, in geography, 
and in hygiene. The teacher should here make as earnest 
an effort to cultivate right reading habits as in the 
reading work proper. 



EIGHTH GRADE READING 197 

TYPE LESSONS FROM THE EIGHTH GRADE READER 

But few additional suggestions need be given here. 
Pupils not heretofore trained in the universal method of 
mastering reading selections may need special, definite 
help. This the teacher can give readily If she will 
study carefully the suggestions and illustrations in 
Chapter II and follow the development of the studies 
through the grades. The resourceful teacher will 
naturally use every available helpful suggestion in 
addition to the definite program outlined in the text. 

The Star-Spangled Banner, pages 19-24. From the 
history text, get the story of the bombardment of Fort 
McHenry, and make a sketch of the surrounding terri- 
tory to show just what was at stake in the attack. Get 
clearly in mind the facts told in the introduction. Now 
read the poem. What passages now have fuller and 
clearer meaning? Assign the questions for careful 
study as definite direction for the silent reading and for 
lively class discussion to follow. Then read the poem 
aloud bringing out clearly every shade of meaning you 
have discovered. Let the whole school rise and sing 
"The Star-Spangled Banner" with new zest. Let them 
sing other songs carrying distinctly patriotic messages, 
or recite the best flag poems they know. Such a reading 
lesson may well be made the basis of an entertaining 
flag program to be given in public. Have the pupils 
arrange the program bringing in other flag addresses or 
poems they know. See the contents of Studies in Reading 
for every grade for available patriotic selections. 

The Chambered Nautilus, pages 64-69. The intro- 
duction with the illustration forms an excellent setting. 



i 9 8 STUDIES IN READING 

How many have seen the nautilus shell? If possible 
have shells brought to class. Have the pupils read the 
poem following closely the questions and notes. They 
should read and re-read it until its music speaks to them 
in every stanza. After careful study, have a spirited class 
discussion of the questions. Read the interpretation of 
the poem in Sherman and Read's "Essentials of Teaching 
Reading," page 66. Study the last stanza — the real 
song-message heard by the poet. The pupils will need 
some help. It should be observed that each new dome 
of the creature's dwelling is larger than the last. The 
voice singing in the poet's soul expresses the hope that, 
nautilus-like, each new " temple " shall bring its occupant 
nearer heaven "with a dome more vast" until the dome 
of the " temple " shall coincide with heaven's dome and 
the soul shall then enjoy perfect freedom. From the 
discussions and explanations the pupils must finally 
be left in possession of this beautiful poem as a whole, 
its message singing itself into their souls. They will 
want to memorize the poem and to read or hear other 
poems carrying similar messages. 

Columbus, pages 80-85. With the reproduction of 
the rude chart of Columbus and the clear historical 
setting, this study offers a clear correlation between 
reading, history, and geography. Contrast this voyage 
with the recent daring attempt of Hawker and Grieve 
and the successful sea-plane flight of Lieutenant Com- 
mander Read. Taking each hero in his setting, who is 
the greatest? 

O Captain, My Captain, pages 178-182. The his- 
toric setting of this poem at once awakens our interest. 



EIGHTH GRADE READING 199 

Learn more of Whitman and his relations to Lincoln. 
Upon what figure is the poem based? Read the poem 
in its setting, and study the questions with a view to 
discussing them in class. After a re-statement of the 
setting and a satisfactory discussion of the questions, 
interpret the poem in oral reading. Have some one 
read to the class Markham's ' " Lincoln, the Great 
Commoner" (Seventh Grade Reader, page 252). Col- 
lect and read to the class other poems and stories. 
Have the class together arrange and give a Lincoln 
Program, with appropriate stories, poems, the Gettys- 
burg Address (Sixth Grade Reader, page 188), Lincoln's 
letter to Mrs. Bixby, and appropriate patriotic songs. 
The class may, if desired, prepare the program for the 
whole school to give as a public observance of Lincoln's 
Birthday. 

The Shepherd Psalm, pages 249-256. William Allen 
Knight's "Song of our Syrian Guest" is a satisfying 
setting and illumination of "The Shepherd Psalm." 
This is one of the most beautiful reading lessons from 
the Bible. If the teacher will lead the pupils to read 
this charmed setting, and study carefully the questions, 
each successive reading of "The Shepherd Psalm" will 
bring new and enlarged meanings. 

Evangeline, pages 261-380. The definite historical 
setting, the well-prepared foot-notes, and the definite 
program of study questions make this longer study 
easily within the appreciative reach of the pupils. This 
tragic "Tale of Acadie" with its charming thread of 
love forms an American epic every child should know. 
It forms the background for the study and appreciation 



200 STUDIES IN READING 

of a part of our historical development too often sadly 
neglected. 

A Flower Garden, pages 384-404. Here the children 
should be permitted to revel, and to make their own 
discoveries. Memory gems of highest value and beauty 
are offered free. Communion with these short treasure- 
songs will inspire a love for better things, will give the 
soul a "set" that will hasten it toward the highest goal. 
These gems, like all the other selections in Studies in 
Reading, are selected because of their present appeal 
to children and their abiding charm to grown-ups in 
every walk of life. 



PART II 



CHAPTER XII 
WORD AND SENTENCE RECOGNITION 

The basis of all reading is word recognition. The 
more rapidly words are recognized the more readily the 
child will grasp the thought. Thus the child who is 
able to run through a phrase or short sentence with one 
sweep of the eye grasps the thought more readily than 
the child who must pause before each word. The habit 
of seeing one word at a time is most objectionable and 
should never be formed. If, from the start, children 
recognize such groups as, "Good morning," "Go to 
Sleep," "Wake up," or "This is the Way," they will 
not be so much inclined to pause before each word. 
There are, however, some words which must be recog- 
nized singly and these should be known instantly. 
Part of this is accomplished by having the word appear 
in some sentence group which appeals to the interest, 
but to insure its being fixed in mind there must be 
frequent repetition. 

Word drills, phrase drills, and sentence drills should 
be frequent and thorough. The first of these may be 
arranged as on page 21, using the same words over 
and over. New words may be added and used in the 
same way. Later lists may be written using each word 
but once. 

Interest is the keynote of all learning. Since isolated 
words have no attraction to awaken interest, an arti- 

203 



2o 4 STUDIES IN READING 

ficial interest must be built up around them. This may 
be done through a game or contest. The teacher her- 
self should come to the recitation with the animated 
manner of one anticipating something pleasant. The 
following devices may be used to lend variety. 

Devices for Word Drills. Write lists of words upon 
the board. 

Let the class name them in concert. 

Let the boys name them. 

Let the girls name them. 

Let certain groups in turn rise and name them. 

Let individuals name them. 

Let each child in turn name and erase three. 

Let each child in turn name and quickly draw a line around two. 

Let two children pass to the board and each in turn name and 
erase a word till all the words have been erased. 

As the teacher writes a new list on the board let the class name 
the words in concert. 

Let each of two children have a pointer. As a word is called 
see which child can find it first. 

Draw a picture of a haystack with words written down one 
side. See how many can slide down the stack. (Name the 
words.) 

Draw a snowy hill for coasting and see who can " coast" down 
the hill. 

Draw a pond full of fishes with a word on each fish. The 
children may catch the fish by naming the words. 

A large ring of marbles may be drawn with a word written 
above each marble. The pointer is the shooter and as the child 
names a word he knocks a marble out of the ring. 

A long railroad track may be drawn and words written between 
its rails. In naming the words, the children journey to any chosen 
city. 

Labeling is a device for adding new words to the 



WORD AND SENTENCE RECOGNITION 205 

vocabulary. Bring into the school room some object 
or picture of an object. Place it in a conspicuous place 
and attach to it a card bearing its name. After a day 
or two, use the word in sentence drills or in reading 
lessons. 

Devices for Sentence Drills. The best drills are 
those which combine the words in sentences, as children 
then think of the meaning as well as of the form of the 
word. These sentences should be short and the familiar 
word repeated as frequently as possible. Suppose, for 
instance, that the word to be taught is what. Such 
exercises as the following may be placed upon the board 
for rapid sight work: 

What can Mark do? 
He can bark. 
What can kitty do? 
She can mew. 
What can Pony Jim do? 
He can eat oats and hay. 
What can a boy do? 
A boy can go to school. 
What can a girl do? 
A girl can sing to dolly. 

Teaching Difficult Words. There are certain words 
which are difficult for a child to remember — words such 
as there, is, was, what, or when, which do not call up 
any definite word picture. These words are best fixed 
in mind by combining them with words which do call 
up a definite picture. For instance, to teach there, 
use such an exercise as: 

The boy is here. 
The girl is there. 



2o6 STUDIES IN READING 

The dog is here. 

The pony is there. 

or, 

There is a little boy. 

He can run. 

There is a little girl. 
She can play. 

There is a little dog. 
He can bark. 

To teach with, use such exercises as: 

Come with me. 
Play with me. 
Run with a little girl. 
Jump with a little boy. 

Context Reading. The habit of context reading, or 
of recognizing words through their meaning, is one that 
should be cultivated. Such exercises as the following 
are excellent. They may be written upon the black- 
board and the children encouraged to supply the missing 
word. 

John is a little 

The kitten mews and the dog 

The : is on its nest. 

What do you I saw? 

The says, "quack, quack." 

Our flag is red, and 

The gives us light. 

Ice is very.. 

Sometimes the practice sentences may be in the form 
of a simple story, as: 

Once was a little girl. 

Her was Bettv. 



WORD AND SENTENCE RECOGNITION 207 

Betty a little doll. 

The doll's name Jane. 

Betty sew. 

day she made a dress Jane. 

The dress pink. 

When it was Betty said, "Now I will take 

for a ride." 

So she Jane for a long 

Jane fell out of the 

She tore her "Never mind/' Betty 

"I will you a new dress." 

Supplementary Reading. From the first the black- 
board lessons should provide two kinds of reading 
material — those in which the thought unit is the sen- 
tence and those in which the thought unit is the sentence 
group. The unrelated sentences of the former give 
drill in words and phrases and cultivate a sentence sense, 
but when the sentence can belong to a related group 
they accomplish all of this and, in addition, train the 
child in getting the thought of the paragraph. 

Making and Using Charts. It is difficult to compose 
attractive thought groups with the very limited voca- 
bulary of the first weeks of school. At this time the 
teacher should make very free use of Mother Goose 
and other simple rhymes. Though these are partly 
memorized it gives the child the greatest pleasure to 
feel that he is reading not merely isolated words and 
sentences but something that is really worth while. 
From each rhyme he should get one or two words and 
phrases and get them in the most enjoyable way. 
These lessons may be written or printed on the board 
but they will have a much greater value if they are put 



208 STUDIES IN READING 

in some permanent form where they can be used many 
times. Any teacher can make a chart and it amply 
repays the time spent upon it. Very inexpensive and 
satisfactory charts may be made from ordinary manila 
paper. If a teacher is not good at lettering, a little 
practice will help. For blackboard printing slant off 
the crayon, with a sharp knife, giving a broad line. 
For printing on the chart use a rubber pen and ordinary 
ink, or a black wax crayon. The chart lessons may be 
illustrated by drawings, free hand cuttings from black 
paper, or pictures cut from magazines. Wall paper 
intended for nurseries often furnishes some very satis- 
factory cut-outs. 

Chart Lessons. The first rhymes should be chosen 
because of their simplicity. A very good one to start 
with is, 

Peek-a-boo, 

I see you. 

This should be attractively illustrated and from it 
children will learn without effort the very useful expres- 
sion, "I see you." 

Another good rhyme is, 

"jack be nimble, 
Jack be quick, 
Jack jump over 
The candlestick." 

From this rhyme the children may be taught the words, 
Jack and jump. Blackboard sentences like the following 
help to fix the new words in mind: 

Jump, Jack, jump. 
Run, Jack, run* 



WORD AND SENTENCE RECOGNITION 209 

I like to run. 
I like to jump. 

Before presenting a rhyme the teacher should know 
what word or words she wishes to teach from it. These 
should be pointed out while the children are reading the 
rhyme, then written on the board and used afterwards 
in follow-up sentences. 

The following rhymes are suggested : 

East, west, 
Home is best. 



Boys and girls, 
Come out to play. 
The moon it shines 
As bright as day. 



Bye Baby Bunting, 
Daddy's gone a-hunting 
To get a little rabbit skin 
To wrap his Baby Bunting in. 



Away with Mister Crosspatch, 
Away with Mister Pout; 
There is no room for you 
When Lady Smile comes out. 



Jack and Jill 

Went up the hill 

To fetch a pail of water. 

Jack fell down 

And broke his crown, 

And Jill came tumbling after. 



2io STUDIES IN READING 

Pussy-cat, Pussy-cat, 
Where have you been? 
I have been to London 
To look at the Queen. 
Pussy-cat, Pussy-cat, 
What did you there? 
I frightened a little mouse 
Under her chair. 



Rock-a-bye Baby 
On the tree top, 
When the wind blows 
The cradle will rock. 
When the bough breaks 
The cradle will fall, 
Down comes Baby, 
Cradle and all. 



Pat-a-cake, Pat-a-cake, 
Baker Man, 
Roll it and roll it 
As fast as you can. 
Pat it and prick it 
And mark it with B, 
Toss it in the oven 
For Babv and me. 



Polly put the kettle on, 
Polly put the kettle on, 
Polly put the kettle on, 
We'll all have tea. 
Sukey take it off again, 
Sukey take it off again, 
Sukey take it off again, 
They've all gone away. 



WORD AND SENTENCE RECOGNITION 211 

I have a little sister, 
They call her peep, peep. 
She wades the water, 
Deep, deep, deep. 
She climbs the mountains 
High, high, high! 
Poor little thing, 
She has but one eye ! 

Useful as they are in their places, supplementary 
lessons should not be confined to rhymes. Children 
will be interested in lessons about their work or play. 
The sentences should be short with much repetition. 
In these, as in the rhymes, it is possible to use some 
words which are unfamiliar. Sometimes the children will 
get them from the context. If not, they should be told. 

Expression Drills. Good expression in reading comes 
largely through the emotional nature. To cultivate 
good expression there should be in the selection read, 
something which will appeal to the emotions. It should 
be given to the child in a way to make him forget him- 
self and for the moment become a part of the thing that 
he is reading. In these little expression drills help each 
child to feel that he is taking the part of the child who 
is talking. Such drills as the following may be written 
on the board, or printed on heavy paper to pass for an 
occasional lesson. A simple outline picture or an appro- 
priate illustration cut from a magazine adds greatly to 
the interest. See also the suggestions in Chapter XVII. 

Go away! Bad dog! 

Go away! 

You will hurt me! 



212 STUDIES IN READING 

Christmas is coming' 
Christmas is coming! 
Christmas is almost here! 



Dear little baby, 
I see your pretty hands. 
I see your bright eyes. 
Will vou come to me? 



Hark! What is that? 
Did you hear the bell? 
See the boys run! 
Mother! Mother! 
May we go to the fire? 

Poor kitty! 

Did the bad boy hurt you? 

Poor little kitty! 



Here comes Mother! 
Goody! goody! 
Mother is coming home! 

Lessons on the seasons, weather, or holidays can then 
be given when the child needs them. 

The following lessons are suggestive and may be 
used for either blackboard or chart: 

FOR A RAINY DAY 

Rain, rain, go away, 
Come again another day, 
Little Johnny wants to play. 



'The rain is raining all around, 
It falls on field and tree, 
It rains on the umbrellas here 
And on the ships at sea." 



WORD AND SENTENCE RECOGNITION 213 

I like the rain. 

It gives a drink to the thirsty flowers.. 

It gives a drink to the thirsty birds. 

It gives a drink to the thirsty gardens. 

It makes the flowers grow. 

It makes the gardens grow. 

The little birds are glad. 

Boys and girls are glad, too. 



FOR A SNOWY DAY 

Oh goody! Goody! 

See the snow! 

Now we can play. 

Come on, girls! 

Co ne on, boys! 

Let's make a snow man! 



Ho, Ho, Ho! 

Good morning, 

Do you see me? 

I am Baby Snow Flake. 

I have come to play with you. 

See me fly, fly, fly! 

I like to fly. 

Come and play! 

Come and play! 

Fun, fun, fun, 

On a snowy day! 



Snow white! Snow white! 
You came in the night, 
You came in the night. 
Away in the night 
You will softly go. 
We love to see you, 
Beautiful snow! 



2i4 STUDIES IN READING 

for Hallowe'en 
Oh dear! 
I'm afraid ! 
I'm afraid! 
See those big eyes ! 
See that big, big mouth! 
Oh dear! Oh dear! 
I'm afraid! 



"Peter, Peter, 
Pumpkin eater, 
Had a wife 

And could not keep her. 
He put her in 
A pumpkin shell. 
There he kept her 
Very well." 



Do you know me? 

I come in the fall. 

I am round like a ball. 

I am larger than your ball. 

Mothers like me. 

They make me good to eat. 

Boys and girls play with me. 

Then I have two eyes, a nose 

And a mouth. 

Who am I? 



FOR CHRISTMAS . 

Ring, ring, happy bells! 
Happy bells! 
Bells of Christmas! 
Ring, ring, happy bells! 
Christmas time is here! 



WORD AND SENTENCE RECOGNITION 215 

CHRISTMAS HELPERS 

Christmas is coming, said Mother, 
What can I do to help? 

She made some candy, 

She made a cake, 

She put some pies 

In the oven to bake. 
She made— 

Oh, I must not tell that. It is 

a secret. 
Christmas is coming, said Dan, 
What can I do to help? 

He shoveled a path 

To the garden gate. 

He ran errands for mother, 

Early and late. 
He made ■ 

Oh, I must not tell that. 

It is a secret. 
Christmas is coming, said Ruth. 
What can I do to help? 

She dusted the chairs 

As a little girl should, 

And kept the baby 

Happy and good. 
She made 

Oh, I must not tell that. 

It is a secret. 
But on Christmas morning 
There was a shout, 
For at last the secrets 
Were all found out. 



On Christmas laugh 
And make good cheer, 
For Christmas comes 
But once a year. 



2l6 



STUDIES IN READING 



THE GARDEN. 



I 



M= 



Spade the gar - den deep and wide, 



$ 



3Z 



Rake it smooth and light. 



$ 



I 



MOTION SONG 

Spade the garden deep and wide, 
Rake it smooth and light. 
Drop the little seeds inside, 
Cover them from sight. 
Gently, gently, beams the sun, 
Softly fall the showers, 
Pull the weeds out one by one, 
Gather pretty flowers. 



CHAPTER XIII 
SUPPLEMENTARY HELPS AND DEVICES 

The Studies in Reading Primer uses five sets of card 
helps. The five sets are called: Chart strips, phrase 
cards, perception cards, phonic cards, seat work cards. 

The chart strips are made from pieces of light weight 
manila board. The sentences are in large, clear letters, 
with print on one side, and with script on the other. 
The following sentences are used (the figures indicate 
the number of copies of each strip) : 

SERIES ONE 

7 (a) Good morning, girls. 
7 (b) Good morning, boys. 
7 (c) I'm glad to see you. 

SERIES TWO 

5 (a) Good morning, little boy. 
5 (b) Good morning, little girl. 

SERIES THREE 

3 (a) Go to sleep. 
3 (b) Wake up. 
3 (c) Go to sleep, girls. 
3 (d) Wake up, girls. 
3 (e) Go to sleep, boys. 
3 (f) Wake up, boys. 
SERIES FOUR 
3 (a) Clap, clap, clap. 
3 (b) Run, run, ran. 
3 (c) Read a book. 
3 (d) Sing a song. 
217 



2iS STUDIES IN READING 







SERIES FIVE 


3 


(a) 


Go to Dolly. 


3 


(b) 


Sing to Dolly. 


3 


(c) 


Come to me. 


3 


(d) 


Run to me. 


3 


(e) 


Sing to me. 


3 


(0 


Read to me. 
SERIES SIX 


2 


(a) 


I like to read a book. 


2 


(b) 


I like to go to school. 


2 


(c) 


I like to sing a song. 


2 


(d) 


I like to run and clap, 


2 


(e) 


I like to come and go. 
SERIES SEVEN 


2 


(a) 


Can you run? 


2 


(b) 


Yes, I can run. 


2 


(c) 


Can you clap? 


2 


(d) 


Yes, I can clap. 


2 


(e) 


Can you go? 


2 


U) 


Yes, I can go. 


2 


(g) 


Can you come? 


2 


(h) 


Yes, I can come. 


2 


(i) 


Can you read? 


2 


(J) 


Yes, I can read. 


2 


(k) 


Can you sing? 


2 


(1) 


Yes, I can sing. 
SERIES EIGHT 


3 


(a) 


Find a dolly. 


3 


(b) 


Find a book. 


3 


(c) 


Find a flower. 


3 


(d) 


Find a little girl. 


3 


(e) 


Find a little boy. 


3 


(0 


Find a ball. 



SUPPLEMENTARY HELPS AND DEVICES 219 

Exercises with Chart Strips. The chart strips furnish 
material for innumerable contests and games. The 
teacher may hold one at a time for the class to read, 
either orally or silently. 

She may distribute the strips and let each child read 
aloud from his strip. After all have read, let each child 
pass his strip to the child behind him and receive a 
strip from the child in front of him. If a child has for- 
gotten a sentence on a strip he should be told what it is 
and should be permitted to read it silently several times 
and then aloud. 

Strips may be placed upon the chalk troughs and each 
child may be permitted to skip forward and select a 
strip that he can read. 

The teacher may write upon the board several of the 
sentences that appear upon the strips. The strips are 
then distributed to the children and each child is allowed 
to come forward and match his strip with the correspond- 
ing sentence on the board. 

The teacher may give a strip to each child in the class 
and call the strips in one at a time, saying, "I want the 
strip that says, 'I'm glad to see you'." 

A child steps before the class. The teacher holds the 
strips so that they are visible to both the child and the 
class. If the child can name ten successive strips he 
receives a red tag which he may wear till school is dis- 
missed, He passes to his seat and another child tries 
to win a tag. 

For action lessons, use strips which give commands. 
Distribute these and allow each child in turn to perform 
the act which his strip calls for. Children may then 



220 STUDIES IN READING 

exchange strips and each in turn may act out the new 
command. 

Distribute strips and form a circle with one child in 
the center. This child chooses another child to enter the 
circle. The first child holds his strip for the second 
child to read and perform. The first child steps into 
line and the second child chooses another. Continue 
the game until all the strips have been read. 

In Series Seven, the questions and answers are used 
together. The teacher may keep the questions and give 
the answers to the class. She may hold a question 
before the class and call for the answer. The child who 
holds the correct answer may bring it forward. Other 
questions and answers may be used in the same way. 

In another lesson, distribute questions and answers 
among the children. Allow a child with a question to 
skip before the class holding his strip for others to read. 
The child with the answer takes his place beside the 
other. The first child reads his question and the second 
child answers it. 

Distribute questions and answers. Tell each child 
with a question to rise and find a partner who has an 
answer. The first pair step to the front of the class, 
the second pair take their places next in line. Continue 
till all are in fine. 

These are but a few of the ways in which the strips 
may be used. They are not intended to take the place 
of the blackboard work which should be continued with 
each lesson. 

The phrase cards are made from manila board. 
They are used to train children in rapid recognition of 



SUPPLEMENTARY HELPS AND DEVICES 221 

word groups. They should be flashed before the class 
for groups or for individuals to name. 

The seat work cards are cards on which are printed 
the words of the fundamental vocabulary. They are 
used the same as the phrase cards. 

The perception cards number 30. They contain the 
26 letters of the alphabet and four phonograms, ch, sh, 
th, and wh, with pictures and words designed to assist 
in the memorizing of these elementary sounds. Definite 
instructions for their use are found in the daily lesson 
plans, Chapter III. 

The phonic cards are in three sets to accompany the 
Primer, First and Second Grade Readers. They are 
Hash cards containing the phonograms such as ack, ime 
and ope j on which most of the one syllable words are 
based. Instructions for their use are found in Chapter III. 



CHAPTER XIV 
BUILDING THE VOCABULARY 

Word Recognition. Children learn to recognize and 
to remember new words in the same way that we recog- 
nize and remember new faces. Why is it that in meet- 
ing many persons daily we recall some faces and forget 
others? There are two reasons. The remembered face 
is either seen repeatedly, at brief intervals, or there is 
something unusual either in the face itself or the cir- 
cumstances under which we first saw it. This is identical 
with the child's experience in learning a new word. 
Either he must meet it many times or he must meet it 
once with an experience sufficiently striking to fix it in 
memory. 

It is no more necessary that a child meet in his reading 
only those words which he is to remember than it is for 
us to meet only those faces which we are to remember. 

For many years people thought that in order to learn 
to recognize a word a child must first learn to spell it. 
It was difficult for those who had learned in that way to 
think that there was any other. 

So for the teacher who has taught with painstaking 
care each word as it occurred in the text, it is sometimes 
difficult to realize that to make every word met a part 
of the permanent vocabulary is wasted energy. If the 
selection holds sufficient interest, children will return to 
it and, through repeated readings, will learn voluntarily 

222 



BUILDING THE VOCABULARY 



223 



the words which would otherwise be memorized only 
through tiresome drill. This is the ideal way for a child 
to acquire a vocabulary, for it is motivated by his own 
desire. 

The objection naturally comes to the mind of the 
teacher, "How can the members of such a class be 
uniform in the vocabulary acquired? " Some children 
left to themselves would learn these words. Others 
would not. 

Very true, and that makes it necessary to have the 
fundamental vocabulary and the incidental vocabulary. 
It is essential that certain words be mastered by every 
child in the class. As long as he knows these words 
wherever he meets them it does not matter how many 
other words he learns by himself. 

The fundamental vocabulary of the Primer is com- 
posed of the following words: 



to 

see 

you 

good 

morning 

as 

little 

boy 

girl 

mother 

dolly 

play 

go 

sleep 
wake 
up 



school 

so 

in 

read 

our 

book 

a 

sing 

can 

something 

do 

it 

find 

dog 

ball 

did 



what 

kitty 

come 

me 

baby 

not 

will 

lost 

found 

run 

he 

was 

her 

pony 

him 

give 



224 



STUDIES IN READING 



this 

is 

the 

we 

Father 

hear 

some 

want 

eat 

round 

red 

catch 

have 

for 

yes 

where 

white 

brown 

yellow 

blue 

green 

flower 

Pig 

them 

I 

like 



guess 

am 

two 

man 

cat 

one 

no 

there 

here 

bird 

fly 

away 

make 

nest 

now 

are 

when 

has 

she 

who 

jump 

love 

my 

your 

and 

with 



bread 

but 

made 

time 

were 

said 

they 

shall 

face 

hands 

live 

house 

home 

his 

that 

candy 

look 

or 

of 

flag 

had 

pretty 

took 

get 

ran 



These words should form the basis of a permanent 
vocabulary. Most children who have read the Primer 
will know many more than these. There will be other 
words, too, which children will have learned in special 
blackboard lessons, as well as those taught through 
phonics. It does not matter how many other words a 
class may know, but, under present school conditions 
where a certain degree of uniformity is required, it is 



BUILDING THE VOCABULARY 225 

necessary that there be a definite list of words that 
children have mastered. 

The Special Word List from the Primer is for the use 
of the teacher in preparing her reading lesson. Funda- 
mental words are marked with an asterisk (*) . Words for 
which children have had phonic preparation before they 
are found in the text are marked with a dagger (t). 

Words in italics have appeared in earlier lessons but as 
some time has passed since they were used they should 
be given special attention. The number beside the word 
tells the page on which it first occurred. 

With these points to guide her the teacher should 
know at a glance what she is to do with the new words of 
each lesson. For instance on page 36 there are four new 
words. Round will be learned very readily by comparing 
it with found on page 29. Says is an incidental word, 
this being the only place it appears in the book. It 
should be told children when they meet it in this place, 
so, for the present, it requires no special attention. 
Guess and what have not been used since pages 19 and 22, 
hence they may have been forgotten. A glance at those 
pages will refresh the children's minds and prepare the 
way for the reading lesson. Catch may be taught by 
using it in sentences with other action words as, get a 
book, Clap your hands, Catch the ball. Red may be 
taught by association with the appropriate color. Here 
is the Special Word List: 

4 

I'm 
glad 



*to 


*morning J 


*see 


*little 


*you 


*bov 


*good 


*girl 



226 



STUDIES IN READING 



16 



*mother 
*dolly 

8 

♦playing 

*go 

♦sleep 

♦wake 

♦up 

11 

♦this 

♦is 

♦the 

way 
♦we 
♦school 
*I 

♦like 
♦so 

early 
♦jn 



13 

♦read 
*our 
♦books 
♦a 

15 

*sing 
spngs 



'can 



17 



20 

'Dan: 

'am 



21 

Ruth 

*my 
♦your 



22 

♦and 
♦with 
♦what 
play 8 



24 

''kitty 
'come 
'me 
mew 



♦something 




♦do 

♦it 


27 




Jane 


18 
♦find 


♦baby 
♦not 


♦dog 
♦ball 


29 


♦did 


Mark 




♦will 


19 


♦lost 


♦guess 


♦found 
♦run 



30 



♦he 




once 




♦was 




♦her 




we 


11 


our 


11 



31 

♦pony 
♦him 

oats 

hay 

water 



BUILDING THE VOCABULARY 



227 



32 


40 


♦no 


Jim 


color 


♦there 


*give 


♦white 


♦here 


♦Father 


♦brown 


47 


33 


♦yellow 


♦blue 


mouth 


hungry 




piggy 


*hear 


41 


want 33 


*some 






♦want 


♦green 


49 


loo 


♦flower 


♦bird 


35 


43 


♦fly 
♦away 


be 
bark 


t*pig 
twee 


t^make 




♦nest 


♦cat 


four 




see 


feet 


51 


this 


♦them 




36 


walk 


three 
Bright Eyes 


♦round 


44 


peep 


♦red 


Red Wing 


♦catch 


♦two 


so 


says 


eyes 


Fuzzy 


guess 19 


t^man 


cry 


what 22 


f*cat 


♦now 


37 


45 


♦are 


♦have 




53 


♦for 


ears 




xan 




♦when 


apple 


46 


let 


♦yes 




fhas 




♦one 


♦gone 


38 


nose 


♦she 


♦where 


smell 


catch 36 



oh 



dinner 



2 28 



STUDIES IN READING 



ss 




60 


tin 




gave 


ftree 




food 


nuts 




then 


who 




ate 


*jump 




himself 


56 




61 


*love 




sang 


*bread 




cheer 


for 


37 


jchee 
♦shall 


57 




birdies 


tail 




crack 


*but 




went 


*raade 




62 


58 




must 
work 


upon 
*time 




happy 


*were 




64 


♦said 




♦hands 


was 


30 


♦face 


too 


44 


tell 


there 


46 


talk 


59 




66 


on 




♦live 


♦they 




♦house 


fsat 




squirrel 


eggs 




♦home 


soon 




♦his 


some 


33 




keep 




68 


warm 




♦that 


kept 




built 



these 
fbees 

69 

honey 

rich 

sweet 

by 

golden 

72 

Kate 
Frank 
box 
♦candy 
"{"♦look 
kitten 
thank 

73 

buy 

or 

save 

would 

glad 

76 

Fluff 

dear 

mittens 

Muff 

mine 

Buff 

naughty 

pie 



BUILDING THE VOCABULARY 



229 



77 


84 


90 




pr-r 


name 


Winifred 




selfish 


t stick 




78 


t*took 


half 




fDay 


biggest 


down 




her 30 










85 


91 




79 


fat 


tiny 






light 


bite 




more 




again 




were 58 


86 


93 




80 


know 








sometimes 


came 




t hink-ing 


cold 


tmilk 




*of 


rough 


out 




waves 


bring 


nose 


46 


breeze 


rain 






t*Aag 


woo-o 


94 






low 


blind 




81 




met 




flies 


88 


lame 




puts 


wind 


town 
could 




own 


sun 






fbed 


strongest 


feet 
walk 


43 
43 


very 


tthing 
world 






82 


ftf 


95 






off 


tback 




f*had 


coat 






*pretty 




96 




ttake 


89 


eyes 


44 


83 


how 
ttry 


97 




myself 


smile 


well 





230 



STUDIES IN READING 



98 


106 


113 


teacher 


fbye 


tmill 


please 






99 


107 


114 


ready 


saw 


Hour 


us 


109 




100 


told 


116 


fmay 
102 


story 
gingerbread 


fchicks 


store 


110 


117 


Mr. 
Mrs. 


hen 
wheat 


old 


103 
*get 


f pi ant 
frat 
turkey 


woman 
fall 
alone 


five 
pennies 


111 


119 


doll 


fbegan 




105 


grow 
ripe . 


fas 
fast 


f *ran 


cut 




tgrandmother 
from 


112 


122 


long 


thresh 


fox 



CHAPTER XV 
PHONICS 

The pronunciation of an unknown word is at first 
determined through the use of phonics. Pronunciation 
is not an end in itself, but is helpful to the reading lesson 
only when it aids in determining the words' meaning. 
With the experienced reader the use of phonics is almost 
entirely a subconscious process. He reads page after 
page without thinking of the letters which form the 
words. This habit is formed because conscious attention 
to the form of the word interrupts the line of thought 
which the reader is pursuing. It is not impossible for a 
beginner to be so occupied with his effort in sounding a 
word that he loses sight of its meaning. From this it 
will be seen that the object of phonics is two-fold, to give 
facility in pronunciation and to give it in such a way that 
thought of the form of the word is always subordinate 
to thought of the meaning of the word. This should be 
true not only when the child is skilled in the use of sounds 
but from the very beginning of that work. If from the 
start he realizes that the form of the word is of less im- 
portance than the thought, he will have little to unlearn. 
It is therefore wise that the habit of word recognition 
be thoroughly established before attempting word 
analysis. The preliminary phonic lessons should be 
taught through games, motivated by the play instinct. 
Through them a child will learn to recognize letter 



232 STUDIES IN READING 



sounds in spoken words and to find words that rhyme 
with a given word. He should also memorize the letter 
sounds and be able to name them at sight of the letter 
form. 

The true motive of phonics is the desire to pronounce 
the word in order to know its meaning. If, when the child 
is shown that sounding is the key which will unlock new 
words for him, he already knows most of the letter 
sounds, he will be encouraged to attempt the work in a 
way that would be impossible if he still had those sounds 
to learn. This is the reason for teaching the letter 
sounds prehminary to word analysis. 

The aim of the work in phonics, as outlined in this 
manual, is to help the child every step of the way in 
enunciation," pronunciation, and word mastery, and to 
leave him in the upper grades a master of the art of 
syllabication. This is accomplished through the fol- 
lowing: 

° GENERAL PLAN OF PHONICS 

Preliminary Phonics 

Studies and games in ear training. 
Exercises with spoken words. 
Memorizing letter sounds. 

Applied Phonics or Phonetics 

Word analysis. 

Finding sounds in written words. 

Finding similar endings in written words. 

MEMORIZING PHONOGRAMS 

Word Synthesis 

Adding a letter to the phonogram to build the new 
word. 



PHONICS 233 



Building phonograms from letters. Applying a knowl- 
edge of phonics to the new words in reading lessons. 

In the practical application of this general plan it will 
be seen that a child is not expected to complete and drop 
one part before taking up the next. On the contrary, 
each topic carries over to the next, lessons on word 
analysis and word synthesis being carried through the 
entire work. 

STUDIES AND GAMES IN EAR TRAINING 

In the years before entering school the child has been 
living in the world of the senses. He is keenly alive to 
those sounds which have been intimately associated with 
his experiences. A country child may know the sounds 
in nature, the bird's note, the hum of the bee, the call 
of the various animals. The city child will know the 
sounds of the city, the clang of the engine bell, the news- 
boy's call, or the whirr of factory machinery. 

Before entering school the child's only need of words 
will have been as an aid to conversation. His attention 
should now be directed toward the sound in the spoken 
word in order that it may later assist him in determining 
the pronunciation of the written word. 

Game No. 1. ' The teacher may say, " Shall we play 
a little guessing game? I will play that I am Miss 
Careful and I will say my words very carefully and very 
slowly so that you can hear every sound. Then we shall 
see how many of you can tell what I said." 

The teacher should then pronounce familiar words 
such as boy, girl, doll, desk, mother, pencil, cat, or dog, 
separating each into its phonic elements, as, b-oy, g-ir-1. 



234 STUDIES IN READING 

Game No. 2. Let the teacher pronounce the names of 
children very slowly. As a child recognizes his name he 
may stand. 

Game No. 3. Let the teacher tell the children that 
they may do what she says. She should then pronounce 
very slowly such words as the following: stand, clap, 
jump, wave, smile, bend, sit, step. 

Game No. 4. Let the teacher give such directions as 
the following, while the children listen and perform: 

M-ary m-ay cl-ap. 

H-elen m-ay sk-ip. 

St -and, J-ohn. 

C-ome t-o m-e, Fr-ank. 

Gr-ace m-ay g-et a b-ook. 

R-un t-o the d-oor, B-en. 

Sh-ut y-our ey-es, R-obert. 

Game No. 5. Let the teacher name objects in the 
room, sounding first the initial phonogram, then the 
rest of the word. Let the children point to the object 
as it is named. In this work the teacher should take 
pains that her enunciation is correct, being careful not to 
make such mistakes as bu-oy for b-oy or ful-ower for 
fl-ower. 

Game No. 6. Let each child in turn touch an object in 
the room. For instance, the child touches the desk. 
The teacher sounds d or the child touches a chair and the 
teacher sounds ch. In another lesson the child may call 
upon another child to give the initial sound in name of 
object touched. 

Game No. 7. Let the teacher touch objects and call 



PHONICS 235 



for volunteers to name initial sounds of objects 
touched. 

Game No. 8. Let each child in turn point to an object 
in the room and name its initial sound. 

Game No. 9. The teacher may give a sound and each 
child may rise as he thinks of a word beginning with 
that sound. 

Game No. 10. Teacher: I am thinking of something 
in this room. Its initial sound is p. 

Harry: Is it paper? 

Teacher: No, it is not paper. 

Grace: Is it pencil? 

Teacher: Yes, it is pencil. Grace has guessed it, so. 
she may give a sound. 

Grace: My sound is b. 

George: Is it boy? 

Grace: No, it is not boy. 

Harry: Is it bell?- 

Grace: No, it is not bell. 

Helen: Is it book? 

Grace: Yes, it is book. 

Helen then stands and gives the sound for the others 
to guess. 

Enunciation Drills. The teacher may find some 
children who still retain their baby habits of faulty 
pronunciation. Such mistakes as dood for good, ittle for 
little, or wun for run, are not uncommon. There are 
also the mispronunciations common among children of 
foreign parentage. Imitation is the largest factor in 
correcting those faults. Correct habits come through 
constant association with those who do not make errors. 



236 STUDIES IN READING 

However, a little conscious direction in this matter helps 
to hasten the desired results. It is well for the teacher 
to make a note of the mistakes. Say nothing at the 
time and avoid directing the attention of the class to the 
child who makes them. It is humiliating and embar- 
rassing to be singled out for faulty pronunciation, and 
it often makes the child who most needs exercises in 
talking shy and backward about expressing himself. 

Suppose, for instance, that the mispronounced word is 
little and the difficult sound 1. Write the word upon 
the board and pronounce it very slowly and distinctly. 
Make the sound of 1 alone and call attention to the 
position of the tongue in making it. Pronounce other 
words containing 1, as like, love, lily, bell, will. Have 
individual children come forward and pronounce these 
words. Have the words repeated very distinctly. Do 
not at first call upon the child who has difficulty with 
the words, but be sure that he is watching, and interested 
in these exercises in pronunciation. He will try to do 
what he hears others doing, and the desired result will 
be accomplished much more quickly than if he were 
hampered by nervous fear of criticism. 

Phonic lessons should be frequent, brief, and spirited, 
but should never be prolonged to the point of drudgery. 
Ten minutes twice each day will accomplish more than 
a single daily period of twenty minutes. There is a 
certain charm in mechanical repetition to which children 
readily respond, especially when it is combined with the 
play spirit. Such exercises provide a species of mental 
gymnastics and when judiciously used are a rest and 
change from the other work of the school room. 



PHONICS 237 



TEACHING THE LETTER SOUNDS 

The written or printed letter is a pure symbol and 
as such holds no natural interest for a child. In order 
that it may be fixed in mind it should be associated 
with something which is both interesting and familiar. 
This is done through the use of some word in which the 
sound occurs, preferably as the initial sound, as boy for 
b, tcp for t, sun for s. 

The printed word symbol suggests to the child the 
spoken word which gives the key to the letter sound. 
When the key word is a noun it is possible to use a 
picture to suggest it to the child, the picture being a 
form of symbol which at this stage of his development 
he will grasp with less effort than the printed word form. 
The perception cards which accompany the Primer use 
both the pictures and the printed forms to suggest the 
key word to the child. The following words are used: 



a-apple 


k-kitty 


u-umbrella 


b-boy 


1-lily 


v-vase 


c-cap 


m-mother 


w-wagon 


d-dog 


n-nest 


x-box 


e-egg 


o-orange 


y-yarn 


f-fan 


P-Pig 


z-zebra 


g-girl 


q-queen 


ch-chair 


h-hat 


r-rose 


sh-shoe 


i-ink 


s-sun 


wh-wheel 


Hug 


t-top 


th-thimble 



The second sounds of c, g, s, ch, and th, are to be 
taught later as they are met in the reading. 

A Type Lesson. To teach the sound of m the teacher 
may, by suitable questions, lead up to the subject of the 



2 3 S STUDIES IN READING 

mother at home. She may have several children pro- 
nounce the word mother and give its initial sound. She 
may then say, " Each one of these sounds which you have 
been learning to make, has a letter which stands for it. 
This card shows the letter which stands for the m sound. 
What is the word in which we found the sound?" 
(Mother.) 

"What is the sound for which the letter stands?" (m). 

" Yes, here it is at the beginning of the word mother. 
Say mother again." (Mother.) 

"Now say the sound alone." (m.) 

"On the other side of the card we have the letter all 
alone where there is no picture to remind you what it 
says. (Shows reverse side of card.) Who can tell what 
it says here? (m.) Why, you know it without even 
looking at the picture, just like grown-up people." 

"I will write the letter here on the board. What 
does it say? (m.) 

"Yes, it always says m wherever you see it. I will 
write some words that have the m sound and we shall 
see that they all begin with the m letter. Here is a word 
that you know, morning, Does morning have the m 
sound? Say it softly and see. Yes, it says m and here is 
the m letter when I write it. Here is another word, 
man. That has the m sound too, and we write it with 
the m letter. I am thinking of another m word. It is 
something that we like to spend. That is right, money. 
All say money and hear the m sound. Now you may 
think of some m words and I will write them for you to 
see the m letter." 

A letter should be presented the first time with interest 



PHONICS 239 



and enthusiasm. After the recitation place the per- 
ception card in plain sight with the picture side showing. 
Later turn it, showing the letter side. Refer to it several 
times later in the day. Make a game of it and play 
that children who fail to remember the sound are 
caught. Each day review the sounds previously taught. 
At lirst it is helpful to have the picture or printed word 
to suggest the sound, but the children should soon drop 
these aids. Encourage them to name the sounds from 
the letter side of the card, showing the picture side only 
when the sound has been forgotten. 

Other letters may be taught in the same way. Some- 
times it is a good plan to have the perception card with 
the sound to be taught in sight when the children enter 
the schoolroom. From the picture and the word the 
children will get the sound for themselves and be proud 
to learn it without aid. 

If from the beginning the children are taught to give 
each letter its proper sound, much trouble will be saved. 
There is a tendency to give b, d, and g a voice sound 
which they should not have, sounding them as if they 
were ccmbined with short u, bu, du, gu. These sounds 
have none of the explosive quality and should be held 
back in the throat and allowed to come out as little as 
possible. Play that these letters are little runaways and 
must have ccme out without watching. F, h, p, t, c, k, 
and g are pure aspirates and should not be vocalized 
at all. 

Rhyming Games. When about half of the letter 
sounds have been learned, the children may be prepared 
for word analysis work. The first step is the finding of 



2 4 o STUDIES IN READING 

the familiar letter sounds in the words of the reading- 
lesson. Have the children sound the initial letters of 
lists of words. 

Encourage them to look through the Primer and find 
the letters in familiar words. The first step in grouping 
words according to their endings is the recognition of 
words that rhyme. (Rhyming Game No. 1.) The 
teacher may name a word and have the children give 
the word that rhymes with it. (Rhyming Game No. 2.) 
When they have caught the idea one child may name a 
word and touch a child who must name a rhyming word. 
The second child then names a word and touches a third 
child. Thus the game may continue indefinitely. 

The teacher may name a word (Rhyming Game No. 
3) and each child may stand as he thinks of a rhyming 
word. Each child then names his word in turn and is 
seated. 

Developing a Phonic Word Group. For written work 
in rhyming the teacher may choose a familiar word from 
the reading lesson, write it upon the board, and call for a 
word which rhymes with it. The second word should be 
written below the first. This is the time to show that 
rhyming words usually contain the same written letters. 
Suppose, for instance, that the first rhyming word is 
sing. The teacher writes it upon the board and is 
given the word ring. By covering the initial consonant 
the teacher can emphasize the fact that the endings are 
identical. The following words are suggested for a first 
lesson: sing, can, boy, find, did, Mark, hop, wake, 
found. 

To develop a word group the teacher may choose some 



PHONICS 241 



well-known word from the reading lesson. Dan is a very 
good word for the first lesson, and will develop a fair 
number of words with the same ending. Write Dan 
upon the board and as children name rhyming words 
write them in a column beneath as : 

Dan 
tan 
fan 
ran 

man 
Nan 
pan 

Have the children see that the phonogram an always has 
the same sound. Cover the initial consonant and have 
children name an each time that it occurs. Cover the 
phonogram an, and let them name the initial con- 
sonant. Write an above the group. 

Phonic Words in Sentences. After several drills the 
words of the an group should be added to the list for 
word drills and practice sentences. These sentences 
should be very simple and each should be read silently 
before it is expressed, such as: 

I see a man. 
Find a fan. 
Nan is a good girl. 
The dog ran away. 
I can read. 

After the children have discovered a phonogram in a 
word, as, ay in play, or ill in will, they should recognize 
it at once wherever they see it. The phonogram and the 
word from which it is taken should be written on the 
board and left for a few days for reference and drill. 



242 STUDIES IN READING 

Reviews. One of the most important features of the 
early work in phonics is constant reviews. Do not 
give children an opportunity to forget the things which 
they have learned. There are often odd moments 
through the day while waiting for another group to 
finish its work or for a gong to sound, when a snappy 
review of sounds and families learned will be most 
helpful. 

After the an group has been learned the ill group may 
be given in exactly the same way. This should be 
taken from the sight word, will: 

will 

mill 

fill 

hill 

pill 

Since children have not had all of the letter sounds the 
work of memorizing them should be continued. Lessons 
on memorizing words should be alternated with lessons 
on word groups. 

Applying Phonics to Reading. Up to the time of 
starting the work in word analysis, the phonic work 
should be kept entirely apart from the reading lesson. 
By this time the habit of seeking the thought first 
should be so well established that some attention to the 
form of the word will do no harm. The phonic lessons 
should still have their separate period but the child 
may now begin to use the facts learned in those lessons 
to help him in sounding many of the new words of the 
reading lessons. 

It is well to recognize that there are two distinct ways 



PHONICS 243 



by which a child may recognize an unknown word. The 
first and most important way is through the context, 
or the word's relation to other words in the sentence. 
A child who is in the habit of reading for the thought 
will get many new words in this way. Some teachers 
discourage this and call it guessing. It is guessing and 
of the sort that any alert, interested reader continues to 
do throughout his reading experience. A word learned 
through the context is a distinct gain as it does not 
interrupt the line of thought as stopping to sound a 
word must necessarily do. 

TJie second method of determining a new word is 
through its phonic elements and while this is a slower 
process it is more accurate. 

Both methods are excellent and both should be en- 
couraged. Often, the sound of the initial letter will be 
sufficient to suggest the unknown word to a child and 
enable him to go on with his reading. Some children 
are quick to apply their knowledge of phonics; others 
require much help and encouragement. At first it is a 
good plan for the teacher to look ahead and select from 
the reading lessons words which belong to such groups 
as the children have learned to sound. These may be 
given in phonic drills before they are met in the reading 
lesson. The word list beginning on page 225 will help. 



WORD BUILDING 



Word building is quite as helpful a method of adding 
new words to the vocabulary as word analysis. Children 
mav blend the sound of short a with the sound of t to 



244 STUDIES IN READING 

make the word at, and by giving the rhyming words 
build the at group. 

The following short groups may be built in the same 
way: 



at an 


ag 


am 


ap 


ad ab- 


cat man 


bag 


jam 


cap 


bad cab- 


fat fan 


rag 


ham 


nap 


had tab' 


hat can 


wag 


Sam 


tap 


mad 


mat pan 






map 


i sad 


sat ran 






lap 


lad 


rat 








pad 


pat 










When the children 


can name 


the 


j words in these 


groups quite readily they should be given such exercises 


as: 










at 








cat 


an 








man 


ag 








bag 


am 








ham 


ap 








cap 


ad 








bad 



These words should be used in practice sentences. 
Whenever a new word belonging to one of these families 
appears in the reading lesson, the children should be 
given the opportunity to sound it. 

The practice of separating the initial consonant from 
the rest of the word as f-at, f-an, gives a tendency to a 
break in a word when the opposite result is the one to be 
desired. It is better that children should always see the 
word as it is to appear in the reading lesson, a compact 
whole. If the teacher wishes the child to recognize a 
certain phonogram, she can accomplish this by covering 
part of the word. 



PHONICS 



245 



In all of the previous exercises the prefixed blend has 
been used, grouping the vowel with the final consonants. 
In many instances this is the easier and more natural 
classification. However, there are words, especially 
words of more than one syllable, when the sufhxed blend, 
which attaches the vowel to the initial consonant will 
prove more helpful. To be prepared for facility in 
syllabication, the children should be trained in the use of 
both blends. 

The Suffixed Blend. The children may now be given 
exercises in such blends as: 

pa ta ma ra na 

ca sa la ja ba 

Words which they have already had in previous les- 
sons may be grouped in the following manner: 

pat bat fan hat 

pan bag fat had 

pad bad fad 



sat 


ran 


mat 


lap 


sad 


rat 


man 


lag 


sag 


rag 
rap 


mad 


lad 



By covering the final consonant the teacher can help 
to bring the blend after the vowel. 

Blending. The one real difficulty in phonic work lies 
in blending, and the difficult blend is in such words as 
glad, Frank, black, and plan, which have two consonants 
before the vowel. The consonent blends alone are not dif- 
ficult but in combining them with the group ending, there 
is the tendency to insert a vowel between the consonants, 
making a word of two syllables. Thus glad becomes 



246 STUDIES IN READING 

gul-ad and black becomes bul-ack. This fault is eliminated 
by using the suffixed blend with words beginning with 
two consonants. Children may be taught to make the 
following blends: 

bl br cl cr dr fl 

bla bra cla era clra fla 

fr pi pr . gl tr st 

fra pla pra gla tra sta 

sp sc sm sn si scr 

spa sea sma sna sla sera 

spl spr str 

spla spra stra 

These may then be used in lists of words like the 
following: 

brag flap stag 

brad flag snap 

clap glad slam 

clan trap slap 

clad drab slat 

cram scrap strap 

By covering the final consonant, emphasize the suffixed 
blend. Do not expect a class to master completely any 
particular phase of this work in phonics the first time 
it is presented. For instance, after children have had 
some drill on the short a group, leave that for a time 
and give them reviews or some phonograms to memorize. 
Each time that they return to a group they will do better 
with it. 

Following the work with the short a group other short 
vowel groups should be given in the same way. Before 
taking up the long vowels, the children should be taught 



PHONICS 



47 



that a, e, i, o and u are vowels, or voice letters, and 
that each has more than one sound. 

The teacher should be continually on the alert to 
make the phonic lessons helpful to the reading lessons. 
Some words must be told, but a child should seldom be 
told a word when he has the power to sound it out for 
himself. Children enjoy lists of words to work out for 
themselves. These lists should contain familiar sight 
words, words which have been met in phonic drill and 
some new words. Recognizing the familiar and easy 
words encourages a child to attempt those more dif- 
ficult. Children may find these lists on the board when 
they come to school and will work them out in their 
leisure moments. 



Related Word Lists 



Things to Do 


Colors 


rim 


red 


jump 


green 


hop 


yellow 


skip 


black 


clap 


white 


walk 


pink 


talk 


brown 


stand 


gray 


sit 


blue 


sleep 




sing 




Things to Eat 




bread 


crackers 


milk 


fish 


candy 


potatoes 


meat 


ice cream 



248 STUDIES IN READING 





Things to Wear 




cap 




stockings 


hat 




mittens 


dress 




coat 


shoes 




waist 


Things 


that Grow 


Pets 


tree 




dog 


flower 




cat 


leaf 




pony 


beans 




bird 


peas 




hen 


radish 




rabbit 
squirrel 



In these related lists children get the long words 
almost as quickly as they get the short ones, and their 
pride in doing so stimulates them to further effort in 
applying their knowledge of phonics. This also helps 
them in working out a new word, half through its form, 
half through its meaning, which is better than either 
way alone. 

Teaching the Letter Names. The children may now 
learn the names of the letters. This may be done quite 
incidentally. The teacher may begin to speak of letters 
by their names instead of by their sounds. She may 
occasionally spell words aloud as she writes them on the 
board. Then after a few days she may ask, "Who 
knows the name of 1? of r? of s?" She may express sur- 
prise and pleasure that children should know the letter 
names. She may write the alphabet on the board and 
see if there is any child in the class who can name it 
through. Leave it without comment for two or three 
days. Occasionally let children volunteer to spell for 



PHONICS 249 



the class words that are written on the board, pointing 
to the letters as they spell. 

Teaching the Alphabet. Let the class spell words in 
concert. In this way the letter names, most of which are 
quite similar to the sounds, may be taught in a very 
short time. This is a very good time to teach the letters 
in order, which may be done by reading them from the 
board and by singing the alphabet song in the back of the 
Primer. 

With such comparisons as 

mat Sam mad cap 

mate same made cape 

show that an e added usually makes a letter tell its 
name. 

In the same way teach the words of long o, long i, and 
long u. 

Before teaching long e children should be taught that 
"two ee's together say e's name." 

Each set of equivalents should be fairly well mastered 
before a new one is taken up. The equivalent vowel 
sounds should be placed on the board for frequent 
reference. 

In the following outline the word lists are not exhaustive 
but they contain types of most words which will be met in 
both the regular and supplementary reading lessons. 
While the order of presentation is not arbitrary it is 
better for the teacher to follow the outline except where 
a change in order will benefit certain reading lessons. 
The outline contains all phonic work suggested previously 
and that which is to follow. 



250 



STUDIES IN READING 



PHONIC OUTLINE FOR PRIMER WORK 



m, t, f, p, s, b, a, h, r, d, c, g, 1, w, n 



Dan 
fan 
man 
can 



pan 
tan 
van 

Nan 



will 








found 






hay 


mill 




J 




round 


y 




gay 


fill 








bound 






may 


hill 








sound 






say 


pill 








mound 
pound 






day 
way 
lay 
pay 






ark 




ook 


all 




me 


wake 




bark 




book 


ball 




be 


take 




Mark 




look 


call 




he 


rake 




hark 




took 


hall 




we 


bake 




lark 




hook 


fall 






make 




dark 

see 
wee 
bee 
Lee 




nook 


tall 

ing 
sing 
wing 
ring 






at 


an 


ag 


am 


ap 


ad 


ab 


cat 


man 


bag 


jam 


cap 


bad 


cab 


fat 


fan 




rag 


ham 


nap 


had 


tab 


hat 


can 




wag 


Sam 


tap 


mad 




mat 


pan 








map 


sad 




sat 


ran 








lap 


lad 




rat 












pad 




pat 





















PHONICS 




251 






Suffixed Blends 






pa 


fa 


ta ma 


ra 


na 


ca 


da 


sa la 
Initial Blends 


ja 


ba 


fr 


pi 


pr gl 


tr 


St 


sp 


sc 


sm sn 


si 




spl 


spr 


sta scr 







Double initial consonants in word groups already 
given: 

brad flap stag 

clap flag snap 

clan glad slam 

clad trap slap 

cram drab slat 
crag scrap 

strap 

still ground stake 

spill gray shake 

chill play snake 
skill stay 

she shook bring 

tree brook thing 

free crook swing 

three spring 

sting 

i (short) sh-v-ch 
Short I Blends 

ig id in ib 

big bid tin fib 

dig kid pin rib 



it 


IP 


bit 


lip 


hit 


sip 


fit 


dip 



252 STUDIES IN READING 



wit 


tip 


wig 


hid 


bin 


im 


ix 


sit 


niD 


fig 


did 


sin 


him 


six 


lit 


whip 


jig 


skid 


thin 


rim 


fix 


pit 


skip 
slip 
trip 
ship 


rig 


slid 


spin 
skin 


Jim 
skim 
slim 
trim 


mix 



x e (short) 

Teach suffixed blend of I words as: 

pit slip chin 

pin slid chip 

pig slim chill 

Double Consonant Blends at End of Word 

amp and ilt ash 

lamp hand wilt mash 

camp sand spilt hash 

tramp band stilt cash 

stamp stand rash 

grand flash 

trash 
splash 

ist iff ift int 

mist stiff lift mint 

fist sniff sift lint 

list whiff drift tint 

twist gift hint 

grist shift flint 

print 

ilk ish itch 

milk fish witch 

silk dish ditch 

wish pitch 

switch 







PHONICS 




253 






Find NG Sound in ING 




ang 


atch 


ack 


ick 


ank 


ink 


sang 


catch 


back 


pick 


tank 


sink 


hang 


match 


sack 


tick 


bank 


wink 


rang 


latch 


Jack 


wick 


sank 


drink 




scratch 


tack 


stick 


blank 


blink 






black 


brick 


Frank 








qu- 


-z-o (short) 








Use Suffixed Blend of I Words 




pit 






slip 




chin 


pin 






slid 




chip 


Pig 






slim 




chick 


PHONICS FOR USE WITH FIRST GRADE READER 






Short E Blends 






et 


en 


eg 


ed 


eb 


ex 


bet 


men 


beg 


bed 


web 


vex 


wet 


pen 


leg 


fed 






get 


ten 


Peg 


red 






set 


Ben 


keg 


wed 






pet 


hen 




shed 






met 


den 










fret 


then 










let 


when 










ell 


end 




ent 


elt 


est 


tell 


send 




went 


melt 


nest 


well 


bend 




sent 


felt 


best 


spell 


mend 




rent 


belt 


west 


smell 


spend 




spent 




test 


shell 












edge 


eck 


ess 


elf 


left 


bench 


ledge 


neck 


Bess 


self 


held 


fresh 


wedge 


peck 


less 


shelf 


web 


fetch 


hedge 


beck 


mess 




egg 








dress 




hemp 


ence 
fence 



Teach suffixed blend of short e words. 



254 STUDIES IN READING 







Short O Blends 






ot 


od 


ob 


og 




op 


ong 


hot 


nod 


cob 


dog 




top 


song 


not 


pod 


Bob 


log 




mop 


long 


got 


sod 


Rob 


hog 




pop 


strong 


dot 


cod 


job 


cog 




shop 


oil 


lot 


shod 


mob 


bog 




drop 


doll 


shot 










stop 


poll 


spot 














blot 














ock 




ond 




OSS 




ost 


lock 




pond 




moss 




lost 


rock 




fond 




boss 




cost 


flock 




bond 




toss 




frost 


block 








cross 






crock 








loss 






clock 















Teach suffixed blend of short o words. 







u- 


(short) wh 










Short U Blends 






ut 


up 


un 


ug 


ung 


unt 


cut 


cup 


run 


bug 


sung 


hunt 


nut 


pup 


fun 


rug 


rung 


grunt 


but 


sup 


sun 


hug 






hut 




pun 


mug 






rut 


um 


gun 


Plug 






shut 


gum 
sum 
drum 


spun 


drug 






ub 




ud 


unk 




ush 


tub 




bud 


trunk 




hush 


rub 




cud 


sunk 




rush 


stub 




stud 


ull 




mush 


snub 






dull 




crush 







PHONICS 




255 


utch 


uss 


ump 


nch 


uck 


Dutch 


muss 


bump 


such 


duck 


crutch 


fuss 

uff 
muff 
cuff 
stuff 
gruff 
buff 


jump 


much 

ust 
must 
dust 
rust 
crust 
thrust 


luck 

truck 

struck 



Teach suffixed blend of short u words. 







REVIEW 






at 


et 


it 


ot 


ut 


an 


en 


in 


on 


un 


ap 


ep 


ip 


op 


up 


ag 


eg 


ig 


°g 


ug 


ad 


ed 


id 


od 


ud 


pa 


pe 


Pi 


po 


pu 


ma 


me 


mi 


mo 


mu 


sa 


se 


si 


so 


su 


fla 


fle 


Hi 


no 


flu 


bla 


ble 


bli 


bio 


blu 


gra 


gre 


gri 


gro 


gru 


hat 


set 


sit 


net 


nut 


pan 


ten 


tin 


on 


bud 


can 


step 


ship 


hop 


run 


rag 


beg 


big 


dog 


up 


had 


stem 


chin 


nod 


bug 


thank 


spend 


think 


long 


trunk 


catch 


belt 


brick 


fond 


pump 



256 



STUDIES IN READING 



Find Z Sounds of S in ES and HAS 

More word building from key words: 

hear light rain 

ear night pain 

near fight brain 

dear right 

fear sight 

bright 

Compare th in thin and th in this 

Long Vowels 



house 
mouse 
blouse 



ane 


ate 


ame 


ake 


ace 


adc 


cane 


mate 


game 


rake 


lace 


made 


pane 


Kate 


same 


take 


race 


wade 


mane 


gate 


lame 


lake 


face 


fade 


crane 


hate 


came 


wake 


place 


spade 




fate 


name 


bake 


grace 




ale 


skate 


tame 


stake 


space 




pale 


slate 


blame 


snake 


trace 




stale 




shame 


shake 






sale 












ape 




ave 




age 




cape 




cave 




cage 




tape 




wave 




page 




grape 
shape 




grave 
slave 




rage 




(Teach 


l new sound of c with c group above.} 


1 


ide 


ife 


ine 




ime 


ire 


ride 


life 


fine 




time 


fire 


hide 


wife 


wine 




lime 


wire 


wide 


fife 


line 




dime 


spire 


tide 


knife 


twine 




crime 


mire 


glide 


strife 


shine 






tire 


slide 




brine 








bride 

















PHONICS 




257 


ile 


ite 


ive 


ike 


ipe 


ice 


mile 


bite 


live 


like 


ripe 


rice 


pile 


kite 


five 


pike 


wipe 


mice 


file 


mite 


strive 


strike 


stripe 


nice 


while 


white 






snipe 




smile 


spite 










ole 


ope 


one 


oke 


old 


note 


hole 


hope 


cone 


joke 


gold 


home 


pole 


rope 


bone 


broke 


hold 


rode 


sole 


slope 


lone 


poke 


sold 


stove 


mole 


grope 


stone 


woke 


told 


nose 


stole 






spoke 


fold 

mold 

bold 




e 




ee 


eed 




een 


be 




tree 


seed 




seen 


he 




three 


need 




green 


me 




see 


speed 




screen 


we 




free 


bleed 






she 




wee 
bee 


weed 
feed 






eep 




eet 


here 






deep 




meet 


week 






weep 




feet 


meet 






keep 




beet 


sneeze 






sheep 




street 


deer 






creep 




sweet 


feel 






sweep 




fleet 


wheel 






sleep 




sheet 








steep 












use 




ute 


ube 




ure 


fuse 




cute 


cube 




pure 


muse 




mute 


tube 




sure 



258 STUDIES IN READING 

tune 

Duke 

fume 

As the work in phonetics progresses it should be kept 
closely associated with reading. 

By the latter part of the first year one phonic drill 
period may be devoted to drill on words for the reading 
lesson. By the end of the second year practically all of 
the work in phonics should be an effort to meet the 
immediate demands of the reading. 

The word study lists which begin with the First Grade 
Reader and continue throughout the series are addressed 
to the pupil but may prove a guide to the teacher as 
well. The word list in the back of the book will also help. 

PHONICS TO ACCOMPANY THE SECOND GRADE READER 

Beginning at the first of the phonetic outline carefully 
review each step. 

a as in ask 



ant 


aff 




ask 


asp 


slant 


staff 




mask 


gasp 


grant 


chaff 




cask 


rasp 


chant 






task 
bask 
flask 


hasp 
clasp 
grasp 


ast 




aft 






fast 




raft 






last 




craft 






mast 




draft 






past 




shaft 






cast 










vast 










blast 













PHONICS 


2 59 




-ar- 




ar 


art 


ard 


bar 


part 


hard 


far 


cart 


card 


car 


start 


bard 


tar 


smart 


lard 


mar 




chard 


star 






spar 






o ; 


a.s in or 


o as in ore 


or 


sort 


ore 


for 


short 


bore 


form 


scorch 


core 


storm 




more 


born 




sore 


corn 




store 


horn 




shore 


morn 




wore 


thorn 




pore 



oo — long 



food 




moon 


brood 




coon 


cool 




stoop 


pool 




tooth 


room 




roof 


broom 


oo — short 


loose 


book 




good 


took 




hood 


shook 




stood 


wool 




foot 



26o STUDIES IN READING 







er-ir- 


ur 




her 




sir 




fur 


herd 




fir 




cur 


fern 




stir 




curl 


verse 




girl 




burn 


jerk 




firm 




curve 


Bert 




first 
aw = au 


= ou 


purse 
hurt 


paw 


awn 




awl 


aught 


caw 


lawn 




bawl 


caught 


shaw 


salt 




shawl 


taught 


haw 


yawn 




sprawl 




saw 


pawn 






ought 


slaw 








fought 


craw 











Any attempt to classify and to teach phonetically 
every word in the reading lesson is misdirected energy. 
Such words as says, said, does, been, were, and many 
others are better taught as sight words without reference 
to their phonic elements. The same is true of such words 
as come, shall, this, one, and others which have the same 
form as certain familiar group endings, but a different 
sound. 

Equivalents 
ow = ou 

now 

cow 

bow 

owl 

howl 

brown 

town 



out 


y = i (long) 


shout 




loud 


my 


proud 


try 


round 


fly 


found 


buy 


ground 


guy 







PHONICS 




261 


oy = oi 




. 


y - 


i (short) 


boy 




boil 


lady 




joy 




soil 


baby 




toy 




join 


pony 




Roy 


head 

bread 

lead 

ea = 


point 
voice 
noise 

ea = e (short) 

meant 
breath 
deaf 

ie = ee = e (long) 






sea 


eat 


field 




week 


bean 


meat 


chief 




feel 


bead 


feat 


pier 




green 


team 


heat 


niece 




speed 


weak 


beat 


priest 






each 










peach 










reach 












ay = ai = a (long) 






may 




nail 




gate 


play 




jail 




hate 


hay 




rain 




name 


spray 




pain 




face 


stay 




wait 




wade 


ray 




paint 




state 



ey = ei = a (long) 



they 
grey 
late 



skein 

vein 

weigh 



262 



STUDIES IN READING 







ew = u (long) 








few 




use 






new 




pure 






mew 




cube 






flew 




cute 






oa = oe 


= ou = ow = 


(long) 




road 


oat 


four 


low 


hoe 


roar 


goat 


pour 


snow 


toe 




coat 


soul 


grow 


foe 




boat 






Joe 




For Drill 


on Special Combinations 




know 




wrap 




gnaw 


knit 




wring 




gnat 


knead 




write 




gnash 


knot 




wrist 




sign 


knob 




wren 






kneel 




wrong 
Y Endings 








pony- 


happy 


funny 






baby 


dolly 


candy 






lady 


sleepy 
Adding ing 


tiny 






going 




living 






reading 




giving 






doing 




loving 






loving 




making 






playing 




taking 






singing 


Adding ed 


naming 






hunted 




jumped 






pointed 




looked 






shouted 




clapped 






tasted 




stopped 






crowded 




guessed 







PHONICS 


263 




Adding est 




dearest 




hottest 


longest 




coldest 


strongest 




shortest 


tallest 




richest 


smallest 




fattest 


cough 


rough 


phlox 


tough 


enough 


Phil 


Related Word Lists for Drills 


Summer Words 


Winter Words 


hot 




snow 


sunshine 




cold 


flowers 




ice 


roses 




fire 


picnic 




sled 


fishing 




skate 


birds 




snowball 


trees 




snow man 


cool 




Jack Frost 


water 




blizzard 


Spring Words 




Fall Words 


seeds 




nuts 


gardens 




apples 


spade 




leaves 


rake 




maple 


hoe 




pumpkin 


plant 




jack-o'-lantern 


violets 




frosty 


robin 






nest 






Names of Flowers 


Names of Trees 


rose 




maple 


violet 




oak 



264 



STUDIES IN READING 



daisy 

nasturtium 

geranium 

poppy 

hollyhock 

goldenrod 

aster 

pansy 

lily 

tulip 

phlox 

sweet pea 

bluebell 

four-o'clock 

pink 



ash 

box elder 

birch 

elm 

pine 

fir 

poplar 

evergreen 

cedar 

plum 

cherry 

apple 

peach 

pear 



School Words 

book 

teacher 

pupil 

paper 

pencil 

desk 

study 

learn 

lesson 

reading 

writing 

spelling 

story 

games 

marbles 

tardy 



Home Words 

mother 

father 

brother 

sister 

baby 

house 

stove 

cook 

table 

chair 

bed 

rug 

grandmother 

grandfather 

sing 

piano 



These lists are merely suggestive, 
should make others of the same kind. 



The teacher 



PHONICS 



265 



ADVANCED PHONICS 

The work of the first year was largely memorizing 
certain sounds and sound combinations. The work of 
the second year is acquiring facility in the use of that 
knowledge. 

Here and there will be met a few uncommon com- 
binations, such as ph or ge, which were not taught the 
first year. These should be taken up when they are met, 
or in preparation for that lesson. From now on children 
will meet a greater number of polysyllabic words, but 
for children who have been thorough in the phonic work 
outlined here, these will have no terrors. 

The following word lists give some new syllables and 
further drill on combinations already given. They are 
not to be presented in the order given but are for refer- 
ence and drill in connection with the word study of the 
reading lessons. 



Words Beginning with Y 



you 


year 


yell 


your 


yarn 


yawn 


yes 


yam 




yet 


yard 




young 


yoke 




yellow 


yeast 
V Words 




very 




love 


van 




give 


vote 




have 


veil 




oven 


vine 




over 


vain 




even 



266 



STUDIES IN READING 





Qu Words 




quick 




squaw 


quack 




squash 


quite 




squeal 


queen 


X Words 


squint 


ox 


fix 


oxen 


box 


mix 


excuse 


fox 


wax 
Z Words 


exclude 


zebra 


zig-zag 


freeze 


zero 


buzz 


froze 


zip 


lazy 
Nk Words 


breeze 


sank 




banker 


spank 




blanket 


pink 




thankful 


shrink 


Ge Words 


sprinkle 


age 


sponge 


orange 


cage 


stage 


strange 


wages 


charge 


judge 


plunge 


fringe 
Ce Words 


gentle 


ice 


voice 


saucer 


nice 


choice 


peace 


lace 


bounce 


fence 


face 


spruce 




price 


sauce 




Adding tion 




Adding ness 


motion 




harness 


nation 




goodness 


action 




darkness 


information 




coolness 


combination 




sickness 



PHONICS 2 6 7 


addition 


stillness 


subtraction 


weakness 




ugliness 


Adding le 


Adding less 


apple 


restless 


people 


fearless 


bottle 


noiseless 


cattle 


painless 


gentle 


careless 


riddle 


penniless 


thimble 


lifeless 


twinkle 


powerless 


cackle 


spotless 


ruffle 




circle 




buckle 




Com, con, ap 


At and pre 


command 


attack 


complete 


attend 


compel 


attempt 


conceal 


prepare 


confine 


prevent 


content 


pretend 


appear 


preserve 


appeal 




appoint 




Adding ly 


Adding ful 


badly 


cupful 


sadly 


playful 


happily 


cheerful 


gently 


awful 


tenderly 


painful 


curly 


beautiful 


bravely 


delightful 


nearly 


thankful 


faintly 


graceful 



268 



STUDIES IN READING 



partly 

nicely 

lightly 

ugly 

sickly 

family 

Ing words 

telling 

running 

parting 

seeing 

finding 

forgetting 

delaying 

fishing 

cooking 

spending 

pretending 

dressing 

undressing 

paying 

bending 

roasting 

knitting 

sewing 

Er words 

mother 

father 

warmer 

tender 

younger 

silver 

blotter 

sharper 

teacher 

blacker 



helpful 

joyful 

mouthful 

spoonful 

fearful 

pailful 

Ed words 

dusted 

unloaded 

parted 

pretended 

untwisted 

acted 

pointed 

lifted 

painted 

counted 

rapped 

fanned 

tacked 

slipped 

pumped 

damped 

spelled 

Est words 

quickest 

softest 

deepest 

prettiest 

youngest 

nearest 

farthest 

weakest 

oldest 

finest 





PHONICS 


269 


reader 




greenest 


sooner 




poorest 


matter 




cleanest 


butter 




cheapest 


shorter 




richest 


ladder 




hardest 


farmer 







Words in Which ti or ci = sh 

gracious social 

cautious commercial 

ambitious magician 

facetious physician 

facial partial 

racial martial 

official initial 

The teacher should make repeated use of the material 
of this chapter as she attempts to follow the definite 
outline given under "Teaching Beginners to Read." 
The work given in that chapter indicates clearly how the 
teacher may make use of phonic material until the 
pupil finally learns how to use the dictionary. 



CHAPTER XVI 
SEAT WORK 

General Suggestions. One of the most important 
features of school work is the seat work. This may 
consist of some occupation which will keep children 
happily employed and leave the teacher free to hear 
other recitations, but it should be very much more 
than that. It should be so planned as to train in the 
co-ordination of hand and eye, in neatness, and in 
manual skill. It should give the child his first lessons 
in the joy of industry and the satisfaction found in 
the thing which he has created. At every stage, it 
should contribute towards his own independent dis- 
covery and appreciation of the truth in his regular 
lesson tasks. 

The keynote of all successful manual work is an appeal 
to the interest, for without interest the material is wasted 
and destroyed and children form careless habits. Ma- 
terials for work and a place to keep them are as essential 
to the first grades as to the kindergarten. These should 
be provided, but if not there is much that the resourceful 
teacher can devise. 

Seat work which trains in skill and at the same time 
gives a finished product is more desirable than that which 
does not. However, as much of the constructive work 
calls for more supervision than is possible for the teacher 
of thirty or forty children to give under ordinary school 

270 



SEAT WORK 



271 



conditions, it is scarcely possible to have all occupation 
work, or seat work, of this character. 

The best seat work is that which grows out of school- 
room interests. A thing that is created to fill an im- 
mediate need is properly motivated. An enterprise 
which will require several days or even weeks for its 
completion is better than one which can be completed 
in a single lesson. Any piece of work which offers 
opportunity for self-expression is more valuable than 
that which is done after a set pattern. 

In many instances the seat work may be the direct 
outgrowth of the reading lesson. In others it may come 
through the seasonal or holiday interests. 

Booklets are always attractive and may be of various 
sizes and on various subjects. It is better to make the 
first one of only five or six pages. After children have 
the idea, later books may be much more extensive. The 
books should be made from sheets of paper at least six by 
nine inches, folded through the middle and sewed with 
yarn. Jingles or sentences for illustration may be hecto- 
graphed on the sheets before they are bound. 

A Mother Goose book may contain one or several 
rhymes to be illustrated by drawings or free-hand 
cuttings. One book may contain autumn leaves pressed 
and mounted. Another may contain free-hand cuttings 
of fruits or vegetables. Christmas, Thanksgiving, and 
other holidays furnish excellent subjects for booklets. 
Each child should have a large envelope in which to 
keep the materials for the booklet on which he is working. 

Children will learn to illustrate a story with skeleton 
figures long before they are able to make a satisfactory 



272 



STUDIES IN READING 



drawing of people. Following are some poses which 
may be suggestive: 




The following seat work, based upon exercises with 
seat work cards, is designed to strengthen the child 
in the mechanics of reading: 

1. Give out two copies each of ten different cards for 
the children to arrange in pairs. 



SEAT WORK 273 



2. Gradually increase the number of cards to twenty. 

3. Rule large cards, about 8x10 inches, into spaces the 
size of word cards. In every alternate space write words. 
Let children fill in the blank spaces with words that 
match. These cards are well worth the trouble of making 
as they can be used many times. 

4. Hectograph, or cut from magazines, small pictures 
to match noun word cards. Let children place the proper 
word below each picture. 

5. Let the children sort their word cards placing each 
kind in a column of its own. 

6. Give each child a chart strip. Have him build the 
same sentence with his word cards. 

7. Place a chart strip, print side up, on the chalk 
trough, and have the children build the same sentence 
on their desks. Later this exercise may be increased to 
two, three, or four sentences. 

8. After the children have learned some letter sounds 
they may match words having the same initial letter. 

9. Place a sentence, script side out, on the chalk 
trough and have the children build the same sentence 
on their desks. Later increase this exercise to several 
sentences. 

10. Give out strips each containing a sentence for 
the children to build upon their desks. 

11. Write a sentence from the Primer upon the board 
for children to build upon their desks. Later increase 
this exercise to several sentences. 

12. Let the children build original sentences after 
they have been given definite directions. 

13. The teacher may write upon the board such 



274 STUDIES IN READING 

questions as " What can you do?" or " What do you like?" 
and the children may build answers on their desks, as : 

I can run. 
I can go to sleep. 
I can read a book, 
or, 

I like boys. 
I like girls. 
I like Dolly. 

13. Hectograph copies of rhymes. Cut them into 
strips, each strip containing one line. Let the children 
rebuild the rhyme. 

14. Rule large sheets of paper into three-inch squares. 
Put the name of a color in each square. Let the children 
sort their colored pegs according to the indicated color 
and place them in the proper squares. 

15. Let the pupils make drawings with colored 
crayons to represent sentences or phrases selected from 
the reading lesson; as, "This is a pear," "A green leaf," 
"A red apple." 

16. Cut paragraphs or pages from old magazines. 
Let the children draw lines under all words that they 
recognize. 

17. Hectograph copies of numerals to ten and cor- 
responding names; as 1, one; 2, two. Cut them apart and 
let the children lay them by pairs in order. 

18. Hectograph copies of names of the days of the 
week or names of the months. Cut them apart and let 
the children lay them in order. 

19. Give the children duplicate sets of words, one in 
script and one in print. Let them match these. 



SEAT WORK 275 



SEAT WORK IN SEASON 

Autumn. Cut and mount pears, apples, grapes, 
plums. Cut and mount carrot, turnip, squash, pumpkin. 
Press and mount autumn leaves. Make free-hand 
cuttings of autumn leaves. Color and mount them. 

Collect seeds. Make envelopes for seeds as follows: 



Co 
ings o 



ect and string rose hips. Make cuttings and draw- 
the migration of birds, as suggested by this design: 



276 



STUDIES IN READING 




Make paper chains with autumn colors, red, yellow, 
green, and brown. 

Make chains by stringing red and white corn, al- 
ternating the colors. 

Cut or draw and color a jack-o'-lantern. 

Give the children paper patterns of apples, pumpkins, 
or other objects to draw around and color appropriately. 

Make autumn booklets. Give each child a pattern of 
an autumn leaf about one and one half inches in diam- 
eter, to draw around. By repeating the design and 
changing its position attractive designs for book covers, 
book marks, and post cards, may be made. After the 
outline is drawn let the children fill in the leaf veins and 
color the drawing. 

Make a Thanksgiving booklet. Make free-hand 
cuttings of Puritans, Indians, wigwam, log cabin; of 
turkey and other things from the Thanksgiving table. 

Winter. Make Christmas tree trimmings. String 
pop corn. 

Make cotton into small balls, sprinkle them with 
sparkle powder and hang them from the Christmas 
tree. 

Save the tinfoil wrappings from candy, to be cut into 
shreds and scattered over the tree or rolled into balls and 
suspended. 



SEAT WORK 277 



The following design shows how to make a pumpkin 
nut basket: 



Cut the design from yellow cardboard, fold on dotted 
lines, and interlock the side extensions. 

Collect pine cones and gild them or dip them in red 
paint. 

From pretty colored wall paper make lanterns and 
cornucopias varying in size and shape. 

Make nut baskets. Give each child a square of white 
paper, 4^ x 4^ inches in size. Measure along each side 
lyi inches from the corners, and make dots. Using 
these dots as guides, fold the square of paper into nine 
squares. Cut out part of each corner square leaving a 



278 



STUDIES IN READING 



small piece on one side as a paste flap. Find the center 
of the outer edge of each of the four outside squares and 
place a dot at each point. One-half inch down from 
each outside corner make a dot. Draw lines to the dots 
in the outer edges and cut along the lines drawn, making 
the sides pointed. Cut from scraps of red and green 
paper, holly or some other appropriate motif, and paste 
one upon each side. Paste the basket into shape. 

Cut or draw stockings and fireplaces. The following 
design is suggestive: 




Teach the children to fold and cut a five-pointed star. 



Pig-1 




r, z m r^jsr 



SEAT WORK 



279 



To cut the Christmas star fold through the middle a square 
of paper to look like Figure I. Using the middle of the line 
ae for the point c fold Figure II. Bring the edge cd over to 
the edge ca and crease on the line cf for Figure III. Fold 
the edge ce back to the edge cf and crease on the line ca. 
Cut on the dotted line in Figure IV. 

Make Christmas cards. Many designs similar to 
this may be obtained from teachers' magazines. 




Make small tree cuttings for Christmas tree borders. 





Make free-hand cuttings of Christmas toys. 




H\ 



28o 



STUDIES IN READING 



Use bell designs for sewing cards. Make bell patterns 
for the children to draw around. 




Cut Christmas pictures from old catalogs and maga- 
zines. 

Make paper sleds by cutting the designs flat and 
folding down the runners. Use yarn for rope. 

Draw and color the flag. Make a Lincoln booklet. 
Purchase tiny pictures of Lincoln for covers. Cut or 
draw a log cabin. Make cuttings of soldiers. Make 
valentines. 

Spring. Roll marbles from clay and dry them. When 
they are hard, paint them with water colors and with 
shellac. The shellac will bring out the color, making the 
marbles shiny, and will also form a hard coat which 
helps to prevent their breaking. 

Now the children will need bags to hold the marbles. 
Cut from cotton cloth a piece about six inches by nine 
inches. Fold over and sew up the sides. Hem the top 
with a wide hem and run a draw-string through. 



SEAT WORK 



281 




To make kites, use construction paper about eight 
inches square, preferably light weight manila. First 
fold the paper on one diagonal line, then lay the opposite 
corners on the diagonal line above the center so that the 
edges will lie on the diagonal fold. Cut eyes, nose, and 
mouth from black or colored cutting paper and paste 
them on the front. Here is a legitimate use of the grotes- 
que, and the children will delight in making "funny 
faces." 

Next fasten on the tail — a string about twelve inches 
long. Tear strips of colored paper and tie them on the tail. 
With small children the easiest way is to tie a loop in 
the string, slip in a scrap of paper and tighten the loop. 

Last of all, fasten the string to the back, tying the 
two loose corners together. Have the older boys show 
the younger children other ways to make kites. 



282 



STUDIES IN READING 




Pin Wheels. Use construction paper about eight 
inches square, the same as for kites. To locate the center 
of the paper, crease it on both diagonals. Cut on the 
diagonal folds from the corners nearly to the center, or 
within about one inch. With the point of the scissors, 
perforate every alternate corner. Stick a brass tack 
through the perforations, gathering the corners together, 
then through the center of the paper. Drive the tack 
into the head of a clothes pin for a convenient handle. 

Cut and draw designs of trees bending in wind. 

Cut Easter figures. 

-tlflt 

Make an Easter lily bookmark. Cut a tulip design 
for a blackboard border. Stencil a rabbit sewing 
design. Draw and color a basket of Easter eggs. Make 
rainy day cuttings. 



SEAT WORK 283 



ff*f 



K 



Make garden booklets. 



^4 1x4 t> A 

Stencil sewing card design of little chicks. Cut and 
color butterflies. 

Make a May basket of triangular design, with three 
butterflies, the tips of the wings touching. 

In each case, be certain that the work done by the 
pupils helps them get a clearer grasp of what they are 
reading, or gives them a deeper appreciation of the life 
relationships of what they are studying. In no case 
should the pupils be merely kept busy. There are 
enough essential activities directly relating their 
studies to life if the teacher will but use tact, insight, 
and reasonable skill in shaping her program of seat work. 



CHAPTER XVII 
SECURING GOOD EXPRESSION 

Imitation. The child at first learns language through 
imitation. He hears others speak or read and he imitates 
them. The teacher should speak distinctly, pronounce 
words correctly, use good expression, and be a good 
conversationalist and a good oral reader. The manner 
in which she gives directions, tells a lively story, or 
reads an interesting selection, has much to do in forming 
the child's speech habits. Almost all of her teaching 
at first is by example. The child who gets clear auditory 
images, who habitually hears words clearly and correctly 
spoken, tends to speak more distinctly and accurately. 
The teacher should therefore take advantage of the 
tendency to imitate, and (1) speak clearly, correctly, 
and with natural expression; (2) read well orally; and 
(3) listen well to the conversation and oral reading of 
pupils. Nothing inspires good expression in beginners 
more than a good example and a good listener. 

Expression Drills. The earliest expression drills are 
found in songs, rhymes and jingles, and in action exer- 
cises. The music and rhythm of the primary songs and 
jingles tend to give clearness and naturalness to the 
child's expression. Conversation exercises conducted 
naturally under the spell of consuming interest are of 
invaluable help. Simple doing or action exercises are 
doubly helpful at first. The child listens closely to, or 

284 



SECURING GOOD EXPRESSION 285 

reads accurately, such directions as: "Read a book," 
"Sing a song," "Sing to dolly," "Find a ball," "Eat a 
nut," "Blow the horn," "Buy some candy," and acts 
out each direction as his expression of the thought. Here 
right action is good expression. 

He listens closely to, or reads accurately, a riddle or 
"Something to Guess," and his spoken answer is his 
expression. The right answer rightly given is good 
expression. Later he may read to reproduce, to inform 
others, or to use the facts learned. Picturing, modeling, 
action, speech, and use or application are forms of ex- 
pression requiring the most systematic training from the 
simplest action and speech to the most complex silent 
reading and how-to-study drills. 

Securing Natural Expression. Pronouncing words is 
not reading. The child should read as naturally as he 
speaks. Illustrated expression drills, taken from the 
natural exclamations of children, are of far greater value 
than tricky tongue twisters. Such a collection of natural 
drills is illustrated in the First Grade Reader, pp. 28, 
29, 87; in the Second Grade Reader, pp. 42, 43, 69; in 
the Third Grade Reader, pp. 64, 65 ; and throughout the 
Fourth Grade Reader, as articulation and expression 
drills. In the early grades, many other child expressions 
should be collected and used. (See Chapter VI on 
" Third Grade Reading.") These expressions may be 
printed on large squares of cardboard. Clever illus- 
trations may be found on the covers of magazines or in 
other illustrated periodicals, or they may be drawn by 
upper grade children. Wherever possible, the drawing 
skill should be used to illustrate reading and other work. 



286 



STUDIES IN READING 



The illustrations should be mounted or drawn on cards 
with the corresponding child expressions, thus. 



ft 




ff% 


Mamma ! Mamma ! 
I want my mamma! 


%g 





Oh! Oh! Oh! 
Doggie, don't bite me ! 
I wouldn't hurt you ! 
I wish you would go 

away! j 
Oh! What shall I do? ( 




c& 



In preparing a number of these drill cards, the teacher 
should first select children's expressions which naturally 
help the beginners over the difficult places in the first 
lessons. Later, short, lively action poems or stories may 
be used. These cards should be displayed conveniently, 
one at a time, before the class. Each pupil in turn may be 



SECURING GOOD EXPRESSION 287 

permitted to read the selection to show just what he 
thinks it means or just how he thinks it should be inter- 
preted. For example, a teacher placed before a primer 
class an illustrated card with the expression. "Peek-a- 
boo! I see you!" She nodded at Freddy, who leaped 
from his seat, placed both hands on the corner of the 
teacher's desk, and peeking slyly up at the teacher, 
exclaimed faultlessly. "Peek-a-boo! I see you!" 
Other exercises followed rapidly with similar freedom 
and naturalness after which the reading lesson was read 
with spontaneous ease and delight. 

More difficult expressions may be mounted and left 
on the chalk trough in intervals between recitations. A 
large, varied collection of carefully prepared expression 
drill cards will, if properly used, result in good expression 
and will lead the pupils naturally into action and 
dramatization. 

See the natural expression work outlined in Chapter 
VI, " Third Grade Reading," as a suggestion for fascinat- 
ing, natural expression drills in any of the lower grades. 

Sentence Review Drills in Expression. In one or two 
minutes at the close of the oral reading, many teachers 
conduct rapid sentence drills. Each pupil in turn looks 
at a sentence, rises, and without looking at the book, 
reads his sentence clearly and naturally. The sentences 
of the lesson are thus rapidly reviewed, each child having 
to get quickly, hold, and express the thought of his 
sentence. The exercise may be varied by having the 
children in turn whisper the sentences to their com- 
panions, who rise and read them with good oral ex- 
pression. These drills cultivate a fine sentence expres- 



288 



STUDIES IN READING 



sion sense, but should not be permitted to become life- 
less and mechanical. 

Pronunciation and Articulation Drills. These drills 
should be based on words and expressions the child 
needs in his conversation, recitation, and reading. Specif- 
ic exercises in ear-training and in correcting faulty 
pronunciation are given under "Phonics," Chapter 
XV. In the early grades, these drills may be given 
naturally through plays and games, and in special 
exercises as outlined. Word lists in connection with 
the selections, supplemented by lists the teacher finds 
most useful, afford additional drill. Lists of words 
often mispronounced should be placed on the board or 
on a chart so that pupils may give themselves frequent 
drills. Here is a list of commonly mispronounced 
or poorly articulated words made up of those which occur 
in at least sixty of the lists prepared by 100 successful 
teachers in grades three to five: 

WORDS COMMONLY MISPRONOUNCED 



America 


evening 


new 


animal 


fairy- 


often 


ask 


family 


on 


biggest 


food 


pretty 


catch 


geography 


roof 


chimney 


get 


running 


clothes 


goodness 


sentence 


cow 


government 


separate 


creek 


granary 


sudden 


cunning 


history 


surprise 


definite 


height 


usual 


direct 


hundred 


window 


dog 


justice 


with 



SECURING GOOD EXPRESSION 289 

In the Fourth Grade Reader, definite articulation 
drills are provided as a part of each study. These drills, 
taken from the text, give a natural basis for applying all 
previous work in pronunciation and expression, and for 
developing an accurate grasp of forms with thorough 
mastery of thought. A few minutes of careful drill on 
these exercises will challenge the pupils to read the 
entire selection accurately and with better expression. 
Moreover, these natural articulation drills, with con- 
tinued word study, tend to bridge the usual gap between 
clear thought-getting and right thought-using. 

Action and Dramatization. Early action drills have 
been treated in Chapters III, XII, XIII, and XV. 
Action is the primary form of all expression. Children 
are primarily interested in action and speech. In the 
early Primer and First Reader lessons, the children may 
well act the stories as a setting for spirited, appreciative 
oral reading. In the upper grades, the pupils will enjoy 
putting stories in dramatic form and acting them as a 
means of reinforcing the oral reading exercises. 

The studies already presented in dramatic form may be 
acted easily after arranging the clever details of the 
settings and assigning the parts. The children are 
especially fond of re-arranging many of the stories in 
form for acting. They should be encouraged to do so. 
Under "Action and Expression'' many helpful hints are 
given in the First, Second, and Third Grade Readers. 

Suggestions for Dramatic Work. For example, under 
"The Straw Ox," Second Grade Reader, p. 54, this hint 
is given: "With children taking the animal parts, act 
the story. What can be used as a straw ox?" The 



2qo STUDIES IN READING 

teacher may lead the pupils to suggest what parts of the 
story can be interpreted in action and costume, and what 
parts in speech. What may be used for the field? 
What for the home? What for a spinning-wheel? How 
can a boy best take the part of the old man? How can 
a girl best represent an old woman? What may be used 
as the straw ox? Shall it be made as a part of the play 
or arranged beforehand? What clever contrivances may 
be easily devised? Who will act as the bear? How shall 
he play he is "stuck fast"? How can this straw ox 
move? W T hat may be devised for a cellar? Have the 
children study carefully to see what other things they 
need to carry out in the play. Ordinarily, the costuming 
should be simple and easily provided from what is at 
hand. All other "properties' ' should be such as pupils 
can contrive quickly. All sorts of "play" things will be 
suggested and the best should be used. The play 
should be a group product. All should have some part 
in arranging it, and as many as possible in acting it. 
The teacher should guide, but should not arbitrarily 
dominate. Let the children have the full measure of joy 
which comes from independent action. "Dust Under 
the Rug," Third Grade Reader, p. 219, is another of the 
many selections which offer charming opportunities for 
group interpretation through clever acting. 

Dramatization as a Means of Correlation. In the 
intermediate and upper grades, dramatization may be 
correlated profitably with language work, music, draw- 
ing, history, geography, sewing, and cooking. Take for 
example, "The Trial by Combat," Seventh Grade 
Reader, pp. 257-274 (see Chapter XI). As a language 



SECURING GOOD EXPRESSION 291 

exercise, the pupils might well recast this story in 
dramatic form. What scenes should they have? What 
characters are introduced? What condensed explana- 
tions of settings, extrances, exits, or asides, should be 
made? What, if any, music should be introduced to 
heighten the effect? As drawing work, simple back- 
ground scenery and simple costumes may be designed, 
after a study of the history and geography of the scene 
reveals what is needed. As sewing work, the simple 
costumes may be made, and as an added touch, a feast 
for the conquering hero might be planned, at least in 
tableau. Similarly, "Professor Frog's Lecture, " "The 
Mystery of Life," "The Barmecide Teast," "An Old- 
Fashioned School, " "The Legend of St. Christopher" 
and other Sixth Grade Reader studies may be dramatized 
with great delight and profit. 

In fact, there is no limit to the kinds of skill and 
qualities of resourcefulness that can be utilized in the 
field of dramatic reading. All the advantages attaching 
to eye, ear, speech, and action appeals, center in this 
work. The teacher here has a superb opportunity to 
use the skill acquired in all subjects and to make vital 
and lasting connections between school and life ac- 
tivities. 



CHAPTER XVIII 
READING SKILL USED IN OTHER SUBJECTS 

Silent Reading. The reading skill most used is that 
developed in silent reading. On the average, persons in 
all activities of life read silently many hundred times as 
much as they read aloud. Silent reading is use reading. 
Before entering school the child has definitely associated 
the "heard" word, with thought. The teacher's first big 
task is to induce him to make definite associations 
between the "seen" words and the thoughts they express. 
Silent reading is basic in this process. As soon as the 
child learns the first written or printed forms, silent 
reading drills begin. 

1. Silent Reading and Doing. The teacher may 
place on the board simple sentences and have the 
children in turn follow the directions, as: "Catch the 
ball," "Find a doll," "Run to the door," "Come to me," 
"Open the door," "Sing a song," "Knock at the door," 
"Roll the ball to John." The class may be called and 
dismissed by written directions. Games may be played 
in class according to blackboard directions. Lively new 
outdoor games may be learned from simple written 
directions. Written slips each containing "Something 
to Guess" may be passed, read silently, and guessed 
aloud, as: 

I am little. 
I am red. 
292 



READING SKILL IN OTHER SUBJECTS 293 

I am round like a ball. 
I am good to eat. 
What am I? 

As soon as one guesses correctly, he may be given 
another slip. The teacher may have older children 
prepare these slips as a part of their language and pen- 
manship exercises. Use only well-written slips. Simi- 
larly, the older pupils, under careful directions, will 
enjoy preparing original ''mystery" exercises, or other 
written-direction slips, or simple-game slips for the use 
of the younger children. 

2. Silent Reading with Oral Answers to Questions. 
The teacher may write simple questions on the black- 
board or on slips of paper for the children to read silently 
and answer orally, such as: "How old are you?' , "What 
is your name?" "Where do you live?" "What can a 
a cat do?" "What can a dog do?" This exercise may 
be increased gradually to meet the needs of the pupils. 
Again a lively short paragraph maybe placed on the board 
or passed to the pupils on slips of paper. Allow time for 
careful silent reading. Erase the paragraph or have the 
slips returned, then ask one or two pointed questions 
requiring the pupil's clear grasp of the thought. Repeat 
the exercises until the pupils can readily meet the test. 

Have the children read silently the first stanza of the 
poem or the first few lines of a story. Ask questions 
testing their grasp of the thought. Continue this in 
systematically planned study-recitations. Follow this 
exercise with simple written questions on interesting, 
short stories in the reader, which are to be answered 
orally after careful silent reading and study. 



294 STUDIES IN READING 

Let the pupil give oral explanations to written direc- 
tions or requests, as: "Tell how to play hide-and-go- 
seek," "Tell how to make a kite," "How can rabbits be 
caught?" "Where does bread come from?" 

Write directions for reading to be followed orally, as: 
"Read what the little old man said," "Read what the 
little old woman said," "Read what the Gingerbread 
Boy said." 

3. Statements to Be Made True, Then Read Orally. 
The teacher writes on the board or passes out on slips 
such statements as: 

The red ball is on the chair. 

The tiny doll is in the cradle. 

The big book is on the desk. 

The cap is lying on the seat. 

The bat is standing in the corner. 

The little toy dog stands on John's desk. 

As soon as the pupil reads and understands the state- 
ment, he is to make it true, placing the red ball on the 
chair, for example, then read the sentence clearly to 
prove his work. 

4. Silent Reading and Oral Reproduction. The 
pupil may read an interesting story, then reproduce it 
for the class. Simple exercises at first, well directed, 
may soon be followed by more difficult and more inter- 
esting ones. 

5. Silent Reading and Sentence Completion. Write 
on the board or on slips of paper sentences with portions 
omitted, leaving blanks to show the location and number 
of missing words. Then have the pupils read and study 
each sentence silently, after which they may in turn read 



READING SKILL IN OTHER SUBJECTS 295 

orally the completed sentence. Here are sentences to 
be completed: 

Good morning, dear , I'm glad to you. 

Ruth's says "Mew! Mew!" 

Pony Jim likes and 

The clock points to the with its little brown 

Kate is so ! She took the biggest and I wanted 

it myself. 

The little red hen said, "Who ?" 

" ! !" said West Wind, as it shook the 

from the tree. 

6. Silent Reading and Abstracting. Assign for 
silent reading and study first short paragraphs, then 
longer ones, then whole stories. After the pupil has 
studied the paragraph, have him reproduce the point, 
or central truth, in a single clear-cut sentence. Have 
him similarly reproduce the exact substance of stories 
in several sentences forming a paragraph. He may first 
reproduce the points orally, then in writing. It is 
worth while to help the pupil definitely until he can 
readily perform this work independently. 

How to Study. Good silent reading implies right 
methods of study, which in turn make for independent 
growth. Studies in Reading are planned throughout to 
develop good silent as well as good oral reading. The 
whole study plan (see Chapter II) encourages right study 
habits. The first thing in encouraging a pupil to study 
well is to awaken in him a burning desire to master a 
selection or to investigate a series of facts. Second, 
he must be given the opportunity to attempt mastery 
when the " spell for mastery " is upon him. Third, he 
must be helped, while he feels the need of help, to work 



296 STUDIES IN READING 

straight toward the truth. Fourth, he must be given 
the opportunity to broaden and deepen his appreciation 
by discovering just how the new found truth fits into 
the whole. This is the universal method of learning in 
any subject. Consequently, when the pupil has de- 
veloped the right habit of study in reading, he may 
easily turn this skill to advantage in the mastery of other 
subjects. 

From a study of the reading field (Chapter I) it was 
seen that by far the largest share of a pupil's reading 
activity lies in the field of " reading to learn," or more 
particularly in the field of the mastery of other subjects 
through the application of reading skill. It is all the 
more important, therefore, that the reading work be 
done definitely, systematically, and on a sound basis. 
Reading implies work as definite and as difficult as that 
in arithmetic. In every other subject, as in reading, the 
mind of the learner should be open, ready, expectant, 
out-reaching, before the real work is attacked. Every 
assignment should be so clear and definite as to make 
the child know exactly what he is to do, and so inter- 
esting and fascinating as to make him anxious to do it. 
After that, work and proper guidance will accomplish 
wonders. 

The reading lessons have been definitely outlined on a 
work-program basis in order to lay the foundation for 
right habits of study and appreciation. Every exercise 
suggested in silent reading may be adapted profitably in 
study-recitations in other subjects. For example, what 
is the point to the arithmetic problem? What is given 
and what is required? Once the point is clear, the child 



READING SKILL IN OTHER SUBJECTS 297 

has little more to do than to apply his skill in combining 
numbers. 

In history, what can be done naturally to awaken the 
child's keen desire to master it? What will best whet 
his appetite for the mastery of a particular lesson? 
What definite things should he know or do? Civics, 
geography, language, hygiene, music, drawing, sewing, 
cooking — all require awakened interest, definite assign- 
ments, the definite requirements of the assignment, and 
the discovery of the right relations of the work to the 
child's life. 

Have the children's interests keenly awakened. Give 
the pupils definite programs of work. Let them dis- 
cover the life-meanings to them of the work done. Then 
keep them at it until they have definitely mastered the 
essential facts and have acquired the most useful skill 
in each branch of work and study. 

These subjects must not be kept in water-tight com- 
partments. They all center in life, the child's life. They 
are one in final purpose and appeal. On the life-side 
reading is inseparably blended with every other subject 
in the curriculum. The essential thing is to have the 
young discoverer "follow the gleam" until he is con- 
sciously master of the best things in reading, in history, 
in arithmetic, in geography, in music, in manual arts, and 
is "hungry" to pursue these best things until he finds 
them of pleasurable use in his life of service among his 
kind. 



CHAPTER XIX 

THE USE OF THE DICTIONARY AND OTHER 
REFERENCE BOOKS 

The early drills in phonics and phonetics are of little 
consequence unless they lead finally to independent word 
mastery. The intermediate grades should take complete 
advantage of the skill developed in the primary grades. 
Diacritical markings and the use of the dictionary follow 
the phonic drills, and are customarily introduced in the 
fourth grade. Where they are not introduced until the 
fifth grade, the same general procedure should be fol- 
lowed. 

When pupils are ready to begin using the dictionary, 
each pupil should, if possible, have a copy at hand. 
Fourth grade pupils should have primary dictionaries; 
those of the fifth and sixth grades, common school 
dictionaries; those of the seventh and eighth, high school 
dictionaries. While real skill can be developed only in 
actually using the dictionary in connection with work 
to be done, yet a few definite preliminary drills save 
great loss of time and energy. Here are some suggestive 
drills. They may be supplemented and extended at the 
will of the teacher, but they should always be continued 
definitely into actual use in reading and in other subjects. 

1. Learning the Alphabetic Order and Arrangement. 
The children should first know the letters of the alphabet 
in order, forward and backward. From the first they 



THE USE OF THE DICTIONARY 



299 



should cultivate skill in "reading up" as well as in 
"reading down',' Drill the children rapidly on such 
exercises as: "Is the letter I name before or after the 
letter m? Say ' Before' or 'After' as I name the letter: 
x, e, h, q, o, j, d, 1, w, g, q." Use some other letter 
instead of m and repeat the exercise until the children 
have a definite letter-order idea of the alphabet. Next 
have them find rapidly in their dictionaries the a group, 
the b group, the m group, and so on. Have a lively 
contest by having the children find the letters r, d, k, c, 
m, s, w, n, j, t by turning the fewest possible leaves. 

Next explain what is meant by the alphabetic order 
of words. This implies more than arranging the first 
letters of the words in order. They must be arranged 
in the order of the sequence of each letter in each word. 
For instance, cow, come, candid, coming, coin, care, 
Carl, when alphabetically arranged, are placed thus: 

candid 

Carl 

coin 

come 

coming 

cow 

First, give simple exercises in arranging the following 
or similar words in alphabetic order: rat, hat, cat, sat, 
mat, fat, at, pat, bat. Then give more complex lists, such 
as: pony, race, many, mercy, buzzer, every, even, zebra, 
zero, larger, money, breakfast, book, evening, language, 
morning, binding. Next give definite drills in alphabetiz- 
ing words beginning with the same letter, as: lying, 
lazy, lesson, lurking, looking, listless, latter, lessen, 



3oo STUDIES IN READING 

leopard, lawyer, lengthen, losing, living, loading, lining, 
liberty, lathe, lifting. The words may first be written 
on separate slips of paper, then moved into proper 
position. Again, by close inspection, the child may 
number the words in consecutive alphabetic order, 
then copy the list alphabetically to prove his work. 

2. Accurate Drills on Letter Sounds. The early ear- 
training drills should have trained the child in ready, 
accurate recognition of letter sounds. The diacritical 
markings should now be definitely fixed in mind. The 
marks most commonly needed should be taught first, 
as those indicating long and short vowel sounds. Other 
markings should be taught in use. A careful review of 
all common markings and of all the letter sounds should 
prepare the child to get accurate pronunciations from 
the dictionary. See that the child gives particular 
attention to sounds that give much trouble; as the 
vowel sounds in staff, pass, ask, orange, dog, off, song, 
blue, pure, or the diphthong sounds in mouse, house, 
south, mouth. A chart of commonly used vowel and 
consonant sounds should be prepared from that given 
in the best unabridged dictionaries, and should be kept 
posted in plain sight so that every child can refer to it 
at need. Call the attention to similar helps given in 
the front of the dictionary or at the bottom of each 
page. 

3. Dividing the Word into Syllables. For conve- 
nience in dividing words at the end of a line, it is fre- 
quently necessary to know the broad rules of syllabica- 
tion. The general rules may be learned from the first 
part of the dictionary. For ordinary use, simple rules 



THE USE OF THE DICTIONARY 301 

used in any good printing shop will answer. In any 
case, the dictionary always gives exact information 
concerning any troublesome word, as each word is there 
separated into its syllables. An excellent exercise is to 
pronounce the longer words slowly and have the children 
separate them into syllables as they listen accurately. 

4. Placing the Accent. Accent is stress given to 
one syllable over others in the same word. Primary 
accent is placed on the syllable to be given the greatest 
prominence. The secondary accent is placed on the 
syllable given the next greatest stress. In the word 
un'der-take' , the primary accent falls on the last syllable 
and is indicated by the heavier mark (' ) . The secondary 
accent falls on the first syllable and is indicated by the 
lighter mark ('). When the secondary accent falls on 
the last syllable, it is not marked. Give the pupils 
drills in pronouncing simple words from markings. 
Have them mark the syllables, the accents, and the 
vowel sounds in words slowly pronounced to them. 
These drills should be made merely preliminary to the 
more useful dictionary drills to follow. 

5. The Process of Looking Up a Word in the Dic- 
tionary. Show the children the simplest process. 
Take, for example, the word candy. Open the book at 
the letter c as near can as possible. Glance at the 
guide words at the top of the pages. The first is taken 
from the top of the left-hand page, the last from the 
bottom of the right-hand page. Pass rapidly camp, 
canard, candl, then run down the column candl, cando, 
and then you have candy (kan'di). The pronunciation 
is now clear. What is the meaning? From the differ- 



3 o2 STUDIES IN READING 

ent meanings given to any word, pupils must be helped 
to select the one which fits into the sentence where the 
word is used. Meanwhile the pupils must also be 
helped to understand the abbreviations used as fast 
as they need to know them. If a pupil looks up the 
word lay, he will meet such abbreviations as pret., n., 
a., v. t., v. i. He should be shown how to find the 
meaning of these as given in the front part of the dic- 
tionary. 

Lively contests in finding words in the dictionary 
should follow. Have the pupils drill on monosyllabic 
words at first, then on longer words. The first words 
should be easy, familiar ones. Soon the pupil will 
want to try his newly acquired skill in looking up all 
strange words. Select lists of new or troublesome 
words from the reading lesson. Have lively drill 
contests in finding their correct pronunciations and 
meanings. When different meanings are given, drill in 
selecting the right one should be carried on until the 
children understand the process. For example, what is 
the meaning of lay in each of the following sentences? 

He lay there unharmed. 

He was a lay reader in the church. 

The lay of the songster was sweet. 

Drill in finding the particular meaning which best fits 
into the word's place in the sentence, brings good 
results. Children soon get the knack, and practice 
giving results satisfactory to the learner brings real 
proficiency and skill. These drills should be extended 
to include troublesome words in all other school subjects. 
Using the Dictionary. Once the proper manner of 



THE USE OF THE DICTIONARY 303 

using the dictionary for simple helps in pronunciation 
and meanings is mastered, it should be constantly used 
by every pupil. The habit of looking up new and 
troublesome words should be cultivated. No pupil 
should rest easy in the presence of a strange word when 
he once knows how to use the dictionary. The teacher 
must not expect the pupil to cultivate the dictionary 
habit, and to perfect his skill in mastering words, 
unaided. In every grade after the use of the dictionary 
is begun, drills and helps should be given to correct 
bad habits, and to stimulate the growth of right ones. 
Do the children make the best use of the dictionary? 
Do they know how much the larger dictionary contains? 
A little time may be taken, when the pupils are ready 
for it, to show that the part preceding the word list 
contains illustrations of the official flags, the arms of 
various nations, a history of the English language, a 
guide to pronunciation, simple keys to abbreviations 
used, and other helps. Following the word list are: A 
pronouncing geographical dictionary of the world, a 
pronouncing biographical dictionary, classified illus- 
trations, arbitrary signs used in writing and printing, 
and an indexed reference history of the world. As the 
pupil advances, he will find here ever-increasing help in 
all his studies. Later, he will find the derivations and 
histories of words and understand how they truly 
represent living experiences, whether they be found in 
literature, in history, in language, or in geography. 

Use of Library Reference Helps. Pupils should be 
shown how to secure from the encyclopedia information 
on any important topic. Understanding the arrange- 



304 STUDIES IN READING 

ment, abbreviations used, and the cross references will 
help greatly. Pupils should be trained to consult the 
encyclopedia for facts and explanations just as they con- 
sult the dictionary for pronunciations and meanings. 
How to find and to use other library helps should be 
made clear. Pupils need constantly to look up obscure 
references or allusions in their reading or to glean interest- 
ing additional facts and stories in geography and his- 
tory. The use of simple indexes to the best general and 
current literature, the simple use of bibliographies, and 
keys to available bulletins or public documents should 
be made clear to these flashing young minds. Each 
should be given the means of entering the universe of 
thought in order that, with diligence, he may come into 
his own. 

Keeping constantly at it, using every previously 
developed skill as a basis for greater growth, are the 
keynotes to success. Practice in the use of the diction- 
ary, the encyclopedia, and other library reference helps, 
with the satisfaction that well-ordered practice brings, 
develops a type of skill which insures continuous in- 
dependent growth. 



CHAPTER XX 
SUPPLEMENTARY READING 

Supplementary reading is a form of practice to increase 
reading skill, by pleasurable use. 

"Mother, may I go out to swim?" 
"Yes, my darling daughter. 

Hang your clothes on a hickory limb, 

But don't go near the water." 

This old folk-jingle implies that learning to do a thing 
well is impossible without practice. What if the bicycler 
stopped riding just as he got the knack ? What if the 
child stopped walking with his first step? No more 
should the learner of reading be confined to mere 
knack-giving exercises. He should be guided to use 
his new-found skill for his own profit and delight. 

In Studies in Reading, the study plan as discussed in 
Chapter II provides for the systematic use of additional, 
or supplementary, readings. Such a generous program 
of rich and varied child literature is suggested throughout 
the reading series that no classification of grade-by-grade 
references need be added here. Graded children's lists, 
carefully prepared, may be had from many of the larger 
libraries and from reliable publishers and booksellers. 
But it is important for the teacher to know (1) the most 
useful forms of supplementary reading, (2) the kinds of 
supplementary reading as to content and the relative 

305 



3o6 STUDIES IN READING 

proportion of each kind for each grade, and (3) some of 
the best available children's story collections. 

Useful Forms of Supplementary Reading. The earliest 
drills from the word cards or sentence strips are sup- 
plementary to the first simple reading exercises. Simi- 
larly, seat work in all its forms should supplement and 
reinforce the work of the class period. In addition, the 
most useful forms of supplementary reading are: 

Story telling to the children. 
Story reading to the children. 
Story reproduction by the children. 
Story reading by children to the school. 
Sight reading. 

Reading in supplementary textbooks. 
Reading from the texts in other subjects. 
Library reading at school. 
School-directed home reading. 
Reading current newspapers and magazines. 
Useful or pleasurable incidental reading, as letters, direc- 
tions, recipes, labels, signs, and warnings. 

Story telling and story reading by the teacher should 
stimulate story reproduction and story reading by the 
children. The life-giving elements flash forth in the 
well-told or well-read story and the child, if given a 
hearing, will flash back the response. Many a dull 
morning exercise may be brightened by letting the 
children in turn read the interesting story instead of 
the teacher's reading it. Reading from well-selected 
supplementary texts adds variety and charm. Reading 
from texts and reference books in each of the other 
subjects affords necessary practice. It is difficult to 
teach the necessary facts in any subject unless the 



SUPPLEMENTARY READING 307 

children read the subject matter with reasonable 
facility. Children may be profitably permitted to do 
carefully directed library reading at school or at 
home. They may be encouraged also to read well 
from current newspapers and magazines. Often the 
teacher may read to them a short item sparkling with 
interest, or show enthusiasm for some charming story 
read. 

Since the children when grown will do most of their 
reading from the newspapers, they should be taught 
how to get the most and best from them in the shortest 
time. The busy man reads the heads. When his eye 
falls on something of interest to him, he reads the 
"lead," or opening paragraph, of the story and instantly 
decides whether or not he wants to read further. The 
gist of the best newspapers which serve the most suc- 
cessful busy men is found in well- written heads and 
" leads." The reader soon learns to be suspicious of 
the paper that flashes up in big "scare heads" or states 
in "leads" what is not borne out by the facts of the 
story. Children should be trained to dislike such 
sensational papers just as they shun prevaricators in 
any other field. Moreover, they should be taught to 
discriminate between what is essential news and what 
is not. Here right tastes and right choices may be 
developed. Instead of condemning newspapers because 
some are unwholesome, the teachers should encourage 
the widest possible intelligent use of them, for they are 
the sources whence we draw our general knowledge and 
appreciation of the world's pulsating life. The inci- 
dental reading of letters, directions, recipes, labels, 



308 



STUDIES IN READING 



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SUPPLEMENTARY READING 309 

signs, warnings, and the like serve to give the child 
practical hints of the life-value of reading skill. 

Kinds and Relative Amounts of Supplementary 
Reading for Each Grade. The amount of supple- 
mentary reading to be done in each grade cannot be 
determined arbitrarily. The ranges of the minimum 
amounts seeming to give the best results in the experi- 
ences of the most successful teachers are given in the 
chapters treating the work to be done by grades (Chap- 
ters IV to XI). The kinds of supplementary reading 
as to content which produce the best results are revealed 
in a careful study of 100 supplementary reading courses 
used in 100 of the best supervised city and county 
systems in the United States. The results of the study 
are shown graphically in the chart on supplementary 
reading for the grades and the high school. Such a 
chart is at best merely an approximate representation 
of facts, but may be said to show a fair composite of 
the courses studied: 

Four fundamental divisions of the subject matter of 
supplementary reading are shown as follows: 

1. Biography, history, historical tales including the 
best tales of adventure, hero stories, stories of primitive 
life and life in other lands. This material increases 
steadily in amount from the first grade and reaches its 
maximum in the eighth and ninth grades. 

2. Nursery rhymes, jingles, nonsense rhymes, and 
poetry. The largest amount of this material is used in 
the first three grades, the least relatively in the eighth 
and ninth grades, from which time the amount increases 
steadily through the twelfth grade. 



3 io STUDIES IN READING 

3. Stories of industry, including all that fascinating 
body of material which tells just how the work of the 
world is done. How bread is made, how we get steel, 
the story of cotton, how wool is grown and used, the 
story of coal, how the world travels, are illustrative of 
this class of stories so essential in all the work of the 
school. The amount of material used here increases 
very gradually through the first four grades, then 
increases rapidly until the eleventh year, tapering off 
slightly in the twelfth. 

4. Myths and legends, fairy tales, fables, folk lore, 
nature stories of all kinds, and fiction. A very large 
proportion of this material is used in grades one to four. 
The amount decreases rapidly from grades five to ten, 
where the minimum is reached. In these grades, 
systematic nature study succeeds the myths and fairy 
tales and diminishes rapidly to give way to stories of 
industry. From the tenth to the twelfth grades the 
systematic study of literature causes a gradual increase 
in the amount of this kind of work offered. 

At a glance, the relative emphasis now placed upon 
the several kinds of work in each grade is shown. For 
example, in the third grade, myths and fairy tales have 
a large place, stories of industry are vying with nursery 
rhymes and jingles, and biography and historical tales 
are used but little, In the sixth grade, nature stories 
and stories of industry have large equal places, poetry 
has far less emphasis, and history is increasing in use. 
In the eighth grade, stories of industry hold the center 
of attention, fiction and history have equal relatively 
smaller stress, and poetry is given relatively little 



SUPPLEMENTARY READING 3 n 

emphasis. This, with the increased amount of poetry, 
patriotic and historical tales, and fiction regularly given 
in the seventh and eighth grades, makes a balanced 
course. Other grades may be similarly studied. The 
chart is certainly suggestive of better balanced programs 
of supplementary reading. 

Some of the Best Available Story Collections. This 
list is added to place within easy grasp some of the best 
available children's stories. " Index to Short Stories," 
by Salisbury and Beckwith, contains a classified list of 
2,500 choice five-minute stories taken from 100 best 
children's collections, and may serve as a useful guide 
in using the following or other available collections: 

Andrews, Mary Raymond Shipman. The Perfect Tribute. 
Andrews, Jane. Stories Mother Nature Told Her Children 

Seven Little Sisters. 
Bailey, Carolyn S. Firelight Stories. 
Babbitt, E. Jataka Tales. 
Bailey and Lewis. For the Children's Hour. 
Baldwin, James. Fifty Famous Stories Retold. 
Barnes. Children's Literature. 
Bryant, Sara Cone. Stories to Tell Children. . 
Davis and Chow-Leung. Chinese Fables and Folk Stories. 
Dillingham and Emerson. Tell It Again Stories. 
Galty, Margaret. Parables from Nature. 
Harris, Joel Chandler. Nights with Uncle Remus, Uncle 

Remus and His Friends, Plantation Pageants. 
Hawthorne, Nathaniel. A Wonder Book. 
Holbrook, Florence. The Book of Nature Myths. 
Judd, Mary C. Wigwam Stories. 
Keyes, Angela M. Stories and Story-Telling. 
Kipling, Rudyard. The Jungle Book, The Second Jungle 

Book, Just So Stories. 
Lindsay, Maud. Mother Stories. More Mother Stories. 



3 i2 STUDIES IN READING 

Mabie, Hamilton Wright. Heroes Every Child Should Know, 

Heroines Every Child Should Know, Legends 

Every Child Should Know, Myths Every Child 

Should Know. 
Miller, Olive Thorne. Book of Birds, 

The Second Book of Birds. 
Miller, Joaquin. True Bear Stories. 
Mills, Enos A. In the Beaver World. 
Olcott, Frances Jenkins. Good Stories for Great Holidays. 
Poulsson, Emilie. In the Child's World. 
Richards, Laura E. Five Minute Stories, Three Minute 

Stories, The Golden Windows. 
Roulet, Mary F. Japanese Folk Stories and Fairy Tales. 
Scobey and Home. Stories of Great Musicians. 
Scudder, H. F. Fables and Folk Stories, Book of Legends, 

Book of Fables. 
Seton, Ernest Thompson. Lives of the Hunted, Wild Animals 

at Home. 
Stawell, Rodolpha. My Days with the Fairies. 
Wiggin and Smith. The Story Hour. 

Wyche, R. T. Some Great Stories and How to Tell Them. 
Zitkala-Sa. Old Indian Legends. 

The teacher should accumulate and have at hand a 
selected list of volumes of the best child literature. 
She should co-operate with the school librarian or with 
the librarian of the nearest public library to arrange 
well-selected lists from which the school and home 
reading may be taken. 



CHAPTER XXI 
PRACTICAL USES OF ORAL AND SILENT READING 

Practical Uses of Oral Reading. Good oral reading 
is of value in developing right habits of silent reading 
and study and in cultivating the art of speaking well. 
Clear articulation, correct pronunciation, and natural 
expression are essentials of effective speaking. More- 
over, oral reading has a much higher use value than is 
sometimes thought. Here are a few of the many ways 
in which oral reading is put to valuable use in practical 
life activities : 

Reading to a sick or to a blind person. 

Reading to old persons or to illiterates. 

Reading for home or public entertainment. 

Reading orders and invoices for checking. 

Reading new "copy" for comparing and checking. 

Reading plans and specifications for comparison and checking. 

Reading quotations or citations from poems, stories, legal 
decisions, testimony, and the like, in speeches or pleas. 

Reading sermons or lectures. 

Reading train dispatcher's orders and local agent's reports over 
the telephone. 

Reading news despatches over the telephone for syndicated 
newspapers. 

Reading aloud from stenographic notes. 

Reading general communications of all sorts over the telephone. 

Reading definitely prepared statements for public hearings or 
reports. 

Reading definite directions for others to follow. 

313 



3 i4 STUDIES IN READING 

Reading public proclamations, messages, or official announce- 
ments. 

Reading official documents for revisions, corrections, or additions. 

Reading the minutes or proceedings of all public bodies. 

Reading the Scriptures at the opening of public meetings. 

Reading recorded statements, confessions, or agreements for 
verification or revision. 

The pupils will be interested in finding and in reporting 
other ways in which the world's doers use oral reading 
in their work. 

Practical Uses of Silent Reading. As the world's 
work has become more and more complex, written and 
printed communications have largely taken the place 
of oral directions or bargaining. Important as oral 
reading is, by far the larger amount of one's reading is 
silent. Because of the necessity to refer to transactions 
again and again, practically all important ones are made 
matters of record. Complicated filing systems and 
intricate indexes result. Classified and cumulative 
indexes are being prepared and kept up-to-date in the 
field of every essential human interest. One must 
know not only how to read what others have recorded, 
but how to find what he wants when he wants it, with 
the least expenditure of time and energy. While this 
matter has been discussed briefly in Chapters XVII 
and XVIII, it is well to suggest here some of the practical 
life uses of silent reading, and to indicate how the pupil 
may be led to place a higher practical value on the real 
working skill which results from right habits of silent 
reading. 

A few of the important life uses of silent reading are 
here given with no attempt at exact classification. 



ORAL AND SILENT READING 315 

Following this list, a suggestive exercise will be given to 
deepen the pupil's appreciation through his own efforts. 
Here are some practical uses to which silent reading is 
put in the busy work-a-day world the child is to enter: 

Reading and exact interpretation of social or business letters, 
orders, proposals submitted for bids and estimates, plans and 
specifications, and specific manufacturing and shipping directions 
and orders. 

Reading and exact interpretation of constitutions, charters, 
laws, proposed bills, official records, general or special orders, and 
recorded instruments. 

Reading and exact interpretation of contracts, deeds, mort- 
gages, releases, and similar business instruments. 

Reading and exact interpretation of checks, drafts, I. O. U.'s, 
credit and charge slips, bank book records, deposit slips, and 
related business instruments. 

Reading price-lists, descriptive catalogs, advertisements, and 
sales arguments. 

Reading for exact, usable knowledge in technical subjects or 
subjects of special interest, including technical journals and 
treatises. 

Reading for general information and for self-improvement. 

Reading to keep up-to-date in business or professional life and 
to meet competition, including forward-looking adaptations and 
improvements. 

Reading for pure pleasure and profitable recreation. 

A Suggestive Exercise. The pupils may be led the 
better to appreciate the vital practical uses of silent 
reading by actually finding for themselves these uses. 
Suppose the pupils are each asked to find out from one 
or more of the following, and to record definitely, the 
specific practical uses these workers make of silent 
reading. Let each collect and report his findings, then 
let the class as a group classify the results. In the 



316 ' STUDIES IN READING 

process, there will be awakened in the pupils natural 
life motives to become masters in the use of silent 
reading skill. Here are some of the busy world workers 
they may consult: 

The teacher, the minister, the lawyer, the doctor, 
the dentist, the banker, the architect, the consulting 
engineer, the farmer, the blacksmith, the broom-maker, 
the carpet-weaver, the president of a labor union, the 
printer, the editor, the author, the carpenter, the plas- 
terer, the mother in the home, clerks in all mercantile 
lines, the baker, the grocer, the plumber, the surveyor, 
the cattle buyer, the hog dealer, the grain dealer, the 
cotton grower, the boiler maker, the founder, the ranch- 
man, the confectioner, the milliner, the nurse, the barber, 
the mayor of a city, county officials, officers of women's 
clubs, officers of commercial clubs, leaders in fraternal 
orders, officers of farmers' co-operative or other organi- 
zations, Red Cross leaders, community center workers, 
Y. M. C. A. and Y. W. C. A. secretaries, actors, public 
speakers, members of the legislature, proprietor of a cot- 
ton mill, owner of a shoe factory. 

This list may be extended indefinitely or otherwise 
changed and revised to meet the needs of the teacher 
and pupils in any community. The essential thing is 
that the pupils discover directly from the workers 
themselves the life-importance of reading as it is applied 
in every avenue of the world's work. With the natural 
motive awakened by such a well-directed exercise, and 
with directed work and study, the child can be brought 
to possess his due inheritance through acquiring the 
matchless art of reading with appreciation. 



INDEX 



Abou Ben Adhem, study, 191 

Accent, 301 

Action and expression drills, 53, 

156, 289 
Additional readings, 179 
Alphabet, 249 
Alphabet Song, 129 
American Boy, study, 178 
Applied phonics, 232 
Applying phonics to reading, 242 
Articulation drills, 288 
Autumn seat work, 275 

Baby Dear, song, 63 

Bear Who Played Soldier, study, 147 

Beautiful Joe, study, 180 

Beginners, their reading, 13 

Bibliography, 311 

Biography, 309 

Birds' Convention, study, 151 

Blending, 245 

Blowing Bubbles, study, 148 

Bluebird, song, 89 

Booklets, 271 

Brother Fox's Tar Baby, study, 165 

Buried Treasure, study, 163 

Call to Arms, study, 192 

Card helps, 217 

Chambered Nautilus, study, 197 

Charts, 207 

Chart Based upon Supplementary 

Reading Courses, 308 
Chart Strips, 217 
Christmas, 276 



Columbus, study, 198 

Contents of readers classified, 145 

Context reading, 206, 243 

Devices, 204, 217 
Devices for drills, 204 
Diacritical markings, 170 
Dictionary, 170, 177, 183, 196, 298 
Difficult words, 205 
Dramatic sense, 17 
Dramatization, 136, 141, 169, 

172, 289 
Dust under the Rug, study, 164 

Ear training, 233 
Eighth grade reading, 195, 309 
Eleventh grade reading, 309 
Elsie's Friends, study, 138 
Enunciation, 18 
Enunciation drills, 235 
Evangeline, study, 199 
Expression drills, 211, 284 
Expression and action drills, 169 
Expression in reading, 284 

Fairy tales, 310 

Fiction, 310 

Fifth grade reading, 176, 309 

First grade reading, 13, 133, 309 

Flower Garden, study, 200 

Flower's Thanks, study, 160 

Fluency, 18 

Folklore, 310 

Fourth grade reading, 167, 309 

Fundamental vocabulary, 223 



317 



3i3 



INDEX 



Games for ear training, 233 


Monkey and the Elephant, study, 


Garden, song, 216 


162 


Good morning, song, 20 


Mother Goose rhymes, 153 


Go-to-Sleep Story, study, 149 


Mystery lessons, 55 


Great Stone Face, study, 187 


Myths, 310 


High Court of Inquiry, study, 184 


Name cards, 26 


History, 309 


Nature stories, 310 


How. the Indians First Obtained 


Newspapers, 307 


Fire, study, 174 


Ninth grade reading, 309 


How to study, 5, 295 






Captain! My Captain, study, 


Incidental vocabulary, 223 


198 


Independent study, 168 


One, Two, Three, study, 173 


Industry, stories of, 310 


Oral reading, 172, 178, 185, 284, 


In School Days, study, 186 


3i3 


Illustrations, 271 


Paul Revere's Ride, study, 181 


Imitation of teacher, 284 
Interest, development of, 203 


Paragraph sense, 16 

Pattie's New Dress, study, 150 




Perception cards, 221 


J ack-o'- Lantern Scare, study, 163 


Period of Greatest Difficulty, chart, 


Jack and the Beanstalk, study, 174 


58 
Phonetics, 232 


Jingles, 153, 309 


Kites 28t 


Phonic cards, 221 


-i^lLlo, iUl 


Phonic equivalents, 260 


Labeling, 204 


Phonic outlines for primer work, 


Lark and the Farmer, study, 1 73 


250; for first grade work, 253; 


Learning to read, 3 


for second grade work, 258; 


Legends, 310 


for advanced work, 265 


Lessons for beginners, 19 


Phonics, 131, 133, 159, 221, 231 


Letter names, 248 


Phonograms, 232 


Letter sounds, 237, 300 


Phrase cards, 220 


Library habit, 15, 196 


Pin Wheels, 281 


Listening, 284 


Poetry, 309 


Little Brown Hands, study, 179 


Pony Jim, song, 73 


Little Pig, story, 81 


Practical uses of oral reading, 313 


Little Red Riding Hood, study, 164 


Practical uses of silent reading, 314 




Preliminary phonics, 232 


May baskets, 283 


Primer, 42, 223, 250 


Memorizing phonograms, 232 


Procrustean Bed, study, 186 



INDEX 



3i9 



Programs of work, 21 
Pronounciation, 231 
Pronounciation drills, 288 

Questions, 172 

Rapidity in reading, 16 

Reading field, 3 

Reading to learn, 4 

Reading skill used in other sub- 
jects, 169, 177, 183, 190, 196, 
292 

Reference books, 183, 196, 298, 
247, 263 

Reviews, 242, 255 

Rhymes, 209, 309 

Rhyming games, 239 

Riddle lessons, 55 

Rip Van Winkle, study, 193 

Seat Work, 35, 270 
Second grade reading, 144, 309 
Sentence sense, 16, 36 
Sentence drills, 205 
Sentence recognition, 203 
Seventh grade reading, 189, 309 
Shepherd Psalm, study, 199 
Silent reading, 15, 155, 161, 168, 

178, 184, 292, 314 
Sixth grade reading, 182, 309 
Sleeping Apple, study, 138 
Songs, 20, 33, 63, 73, 103, 129, 216 
Special word lists, 225 
Spring seat work, 280 
Star Spangled Banner, study, 197 
Story collections, 311 
Story telling, 80, 87, 306 
Straw Ox, study, i$o 
Study habits, 15 
Study recitations, 171 
Suffixed blend, 245 



Supplementary reading, 136, 153, 
170,' 176, 182, 189, 195, ^07, 

217,305 
Swing, study, 148 
Syllabication, 300 

Tale of Peter Rabbit, study, 171 

Talking Snow Man, study, 150 

Tenth grade reading, 309 

Teaching Beginners to read, 13 

Thanksgiving, 276 

Third grade reading, 152, 309 

Thought getting, 13 

Thought giving, 14 

Three Little Birds, story, 87 

Three Little Kittens, song, 103 

Transition between third and 

fourth grades, 167 
Trial by Combat, study, 193 
Twelfth grade reading, 309 
Twinkle, Twinkle, Little Star, 

study, 142 
Type lessons, 137, 147, 160, 171, 

178, 184, 190, 197, 237 

Variety of treatment, 175 
Vision of Sir Launfal, study, 193 
Vocabulary building, 222 
Volunteer lessons, 52 

What Children Say, study, 149 
White Dove, study, 139 
Winter seat work, 276 
Wonderful One Ross Shay, study, 

191 
Word building, 98, 243 
Word drill cards, 221 
Word drills, 178, 184, 204, 221, 235 
Word recognition, 203, 222 
Word synthesis, 232 



